Within the framework of the “PRIN ALOUD!” research project, this study investigates the effectiveness of shared reading aloud practices (Batini, 2023a) by analyzing data from the “Gender Stereotypes Questionnaire” (Buzón García et al., 2010), administered to students aged 11–14 in Parma and Capo di Leuca. The findings support the method’s effectiveness as a transformative educational practice in socio-emotional development (Batini et al., 2020), highlighting increased awareness of gender equality among experimental groups. The study demonstrates that shared reading aloud fosters inclusion and challenges the “single story” narrative (Adichie, 2020). By promoting “bibliodiversity” (Batini, 2023a), it mitigates the perpetuation of “toxic narratives” (Fiorucci, 2019) and gender stereotypes, corroborating previous research (Kidd & Castano, 2013; Vezzali et al., 2015) on narrative variety and its role in fostering pro-social educational practices.
Corsini, C., Pinto, I., Prosperi, P. (2024). Lettura ad alta voce e stereotipi di genere nella Scuola Secondaria di Primo Grado. Una comparazione tra i casi di “Lettrici e Lettori Forti” Parma e “Ad Alta Voce - Capo di Leuca”. In La lettura ad alta voce condivisa. Atti del Secondo Convegno Scientifico Internazionale (pp.183-202). Lecce : Pensa MultiMedia.
Lettura ad alta voce e stereotipi di genere nella Scuola Secondaria di Primo Grado. Una comparazione tra i casi di “Lettrici e Lettori Forti” Parma e “Ad Alta Voce - Capo di Leuca”
Cristiano Corsini
;Isabella PInto;
2024-01-01
Abstract
Within the framework of the “PRIN ALOUD!” research project, this study investigates the effectiveness of shared reading aloud practices (Batini, 2023a) by analyzing data from the “Gender Stereotypes Questionnaire” (Buzón García et al., 2010), administered to students aged 11–14 in Parma and Capo di Leuca. The findings support the method’s effectiveness as a transformative educational practice in socio-emotional development (Batini et al., 2020), highlighting increased awareness of gender equality among experimental groups. The study demonstrates that shared reading aloud fosters inclusion and challenges the “single story” narrative (Adichie, 2020). By promoting “bibliodiversity” (Batini, 2023a), it mitigates the perpetuation of “toxic narratives” (Fiorucci, 2019) and gender stereotypes, corroborating previous research (Kidd & Castano, 2013; Vezzali et al., 2015) on narrative variety and its role in fostering pro-social educational practices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
