Abstract
This paper explores recent Ontario policy directives aimed at improving literacy levels among boys in addition to the perspectives underlying these policies. By drawing on the school experiences of four high school young men, the authors examine how boys read and misread masculinities through socially literate practices. This paper argues that these kinds of reading practices routinely inform how boys think about social identities, literacy and schooling more generally. The paper concludes by arguing that the textual practices involved when high school boys read the bodily texts of their male peers are useful entry points for opening a dialogue that highlights how and what boys can read in a particular context.
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