Change and Continuity in the Singapore Literature-in-English Curriculum

Autor/in	Loh, Chin Ee
Titel	Change and Continuity in the Singapore Literature-in-English Curriculum
Quelle	In: Changing English: Studies in Culture and Education, 25 (2018) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2017.1388157
Schlagwörter	Literature; English Instruction; Aesthetics; Foreign Countries; Secondary School Curriculum; Guidelines; Humanism; Foreign Policy; Educational Change; Educational Attitudes; Literacy; Critical Thinking; Curriculum Development; Nationalism; Standardized Tests; Singapore + Suchen Sie Ihr Suchwort? Literatur; English langauage lessons; Englischunterricht; Ästhetik; Ausland; Richtlinien; Humanismus; Außenpolitik; Bildungsreform; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Alphabetisierung; Schreib- und Lesefähigkeit; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nationalismus; Standadised tests; Standardisierter Test; Singapur
Abstract	This paper examines contestations over the value of Literature in the secondary school curriculum in the former British colony of Singapore and the way the Literature curriculum has been framed to understand the various issues surrounding the role of Literature education. Using Raymond Williams' framework of dominant, residual and emergent ideologies, I show how the dominant perception of Literature study in Singapore as a decontextualised humanistic and aesthetic subject is influenced by its residual British colonial legacy. Significant official changes, fundamentally conservative, have been driven by the governing ideology of instrumental pragmatism and are tied to twin aims of economic well-being and national belonging. The conservative view of Literature education prevents the adoption of emergent views of Literature education as hybrid, multimodal and critical. A pragmatic re-evaluation of the aims of Literature education in the twenty-first century is required to regain renewed significance for the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01