Loh, Chin Ee

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.

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.

The acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures.