Reading the word and the world: Critically and culturally reflexive conversations in the LangLit classroom
Reading does not merely consist of decoding the written word or language; rather, it is preceded and intertwined with knowledge of the world. Language and reality are dynamically interconnected. The understanding attained by a critical reading of a text implies perceiving the relationship between text and context. (Freire & Macedo, 1987, p. 29)
This chapter discusses how literature can be used in the langlit classroom towards learning about language and the world. Literary texts are rich sources for conversations about culturally relevant issues (Applebee, 1996), and if well-chosen, can become discursive spaces for thinking and talking about what is critical and meaningful in today’s world. I argue that literary texts are rich sources for learning how to read the word and the world (Freire, 1991; Freire & Macedo, 1987), and that it is important to teach students to read in what I term a critically and culturally reflexive manner. I then use Tan Hwee Hwee’s (2007) Mid-Autumn, a short story from Island Voices: A Collection of Short Stories from Singapore (Poon & Sim, 2007) to illustrate how awareness of language and worldviews can provide a framework for thinking about the use of literature in the language classroom.
Mapping library spaces: Measuring the effectiveness of school libraries using a socio-spatial approach
Cultural crossings and tactical readings: Singaporean adolescent boys constructing flexible literate identities in a globalized world
In this paper, I examine how a group of Singaporean adolescent boys in an elite all-boys school constructed their identities as flexible literate citizens through their reading practices both in and out of school in the context of a globalized world. These boys demonstrated their flexibility through their abilities to make cultural crossings across story worlds and social worlds in their readings in and out of school. In addition, they were competent readers who were familiar with popular as well as school-chosen texts. An important aspect of their flexible literacy was their ability to make tactical readings, that is, to resist dominant institutional mode of readings while conforming to institutional standards through their written and oral work in school. Tactical reading also includes the ability to read different texts for different purposes, a disposition that these boys exercised to their schooling advantage. Their flexibility was a form of power that allowed them to plug into global notions of literacy in their localized context and served as a form of cultural and intercultural capital for national and global markets. Their acquisition of dispositions as flexible literate citizens are in part influenced by class, which provided them with an invisible network of resources suitable for acquiring reading as an out-of-school and school habit. I conclude by suggesting that it is important to acknowledge class as a contributing factor in the teaching and learning of literature in order to formulate the role of literature as relevant to all students in the Singapore context.
School library learning commons innovation and educational spaces: How design can revitalize our school libraries and learning
Challenging texts: Reading nation and world: Cultivating culturally and critically reflexive readers
What can English teachers tell us about the emotional demands of their work?
Optimizing the school library for reading: An exploratory case study of students in one Singapore primary school library
Research shows that school libraries have a positive impact on student literacy and learning, as it encourages reading. This exploratory mixed-methods case study focuses on what and how Singapore children in one primary school read, and their reading behaviours in their school library. Data was collected through library observations, focus groups and interviews. Findings showed that lower primary and upper primary students have different reading interests and behave differently in school libraries. It is recommended that the library collection and design of space cater to the different needs of lower and upper primary students.