The Challenge of Cultivating National and Cosmopolitan Identities through Literature: Insights From Singapore Schools

Autor/inn/en	Choo, Suzanne S.; Chua, Bee Leng; Yeo, Dennis
Titel	The Challenge of Cultivating National and Cosmopolitan Identities through Literature: Insights From Singapore Schools
Quelle	In: Reading Research Quarterly, 57 (2022) 2, S.707-727 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choo, Suzanne S.) ORCID (Chua, Bee Leng) ORCID (Yeo, Dennis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.435
Schlagwörter	Self Concept; English Literature; National Surveys; Teacher Attitudes; Foreign Countries; Teaching Methods; Diversity; Educational Philosophy; Educational Objectives; English Teachers; Educational Practices; Literary Criticism; Reader Response; Ethics; Trend Analysis; Educational Trends; Global Approach; Social Problems; Singapore + Suchen Sie Ihr Suchwort? Selbstkonzept; Englische literatur; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Literaturkritik; Leserbrief; Ethik; Trendanalyse; Bildungsentwicklung; Globales Denken; Social problem; Soziales Problem; Singapur
Abstract	Since the late 20th century, scholars have called for a need to broaden the aims of teaching English Literature away from its Eurocentric focus. Much effort has also been invested in making the subject more relevant through diversifying the texts studied and connecting texts to current social and global issues. It is pertinent now to ask what the significant role of Literature is in a globally interconnected age. In particular, what do teachers believe are key philosophical objectives of teaching literature, and how does this influence the texts they select, the instructional strategies they employ, and the values they seek to cultivate in the classroom? In this article, we report on the first National Survey of Literature Teachers' Beliefs and Practices in Singapore schools. First, we review four key pedagogical movements that have underpinned the teaching of literature in schools around the world: New Criticism, Reader-Response Criticism, Poststructuralist Criticism, and Ethical Criticism. These respectively represent four key constructs (text, reader, culture, and other) used in the design and analysis of our survey instrument. Next, we report on the survey findings, focusing on Singapore as a barometer of current trends given its identity as an Anglophone country negotiating conflicting global and postcolonial identities with an education system that inhabits colonial traditions. We highlight key tensions arising from the impetus to develop national and cosmopolitan identities through Literature, and reflect on the implications for future directions in teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01