Singaporean Boys Constructing Global Literate Selves through Their Reading Practices in and out of School

Autor/in	Loh, Chin Ee
Titel	Singaporean Boys Constructing Global Literate Selves through Their Reading Practices in and out of School
Quelle	In: Anthropology & Education Quarterly, 44 (2013) 1, S.38-57 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/j.1548-1492.2012.01177.x
Schlagwörter	Foreign Countries; Single Sex Schools; Reputation; Males; Adolescents; Reading Habits; Social Networks; English (Second Language); Language Role; Cultural Capital; Neoliberalism; Economic Impact; Family Influence; Recreational Reading; Independent Reading; Self Concept; Singapore + Suchen Sie Ihr Suchwort? Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading habit; Lesegewohnheit; Social network; Soziales Netzwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Neo-liberalism; Neoliberalismus; Ökonomische Determinanten; Häusliche Lektüre; Freies Lesen; Selbstkonzept; Singapur
Abstract	This article examines how three Singaporean boys constructed their identities as global literate citizens through their reading practices in and out of school. An invisible network of resources contributed to their construction of a global literate identity relevant for local-global markets. The acquisition of a global literate identity as a form of intercultural capital is an unequal game in a neoliberal education system and social networks must be recognized as key nodes for literacy re-vision. (Contains 2 tables, 1 figure and 2 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10