Options
Negotiating school literacy from preschool to adulthood: Examples from Singapore
Citation
Mukhlis Abu Bakar. (2021). Negotiating school literacy from preschool to adulthood: Examples from Singapore. In S. L. Chong (Ed.), Charting an Asian trajectory for literacy education: Connecting past, present and future literacies (pp. 19-36). Routledge.
Abstract
This chapter reports on research conducted in Singapore that revisits a two-year study on the lived literacy experience of eight Malay children who were preschoolers when the researcher first met them. 12 years on, the researcher reunited with two of them who are now young adults. This chapter wades through data from both phases of the study in an attempt to answer the question: What does it take to be literate in school-sanctioned ways, what are the challenges that children face, and to what extent these relate to school outcome? In the process, the author attempts to link the experiences of these three children with his own literacy trajectory within his own sociocultural and sociolinguistic spaces, and tease out the similarities and differences between them. The author’s biographical narrative provides another layer of meaning to the relationship between cultural capital and school outcome, and between structure and agency.
Bab ini melaporkan tentang kajian yang dijalankan di Singapura yang meninjau semula kajian dua tahun tentang pengalaman literasi yang dilalui lapan kanak-kanak Melayu yang menuntut di prasekolah semasa pengkaji pertama kali bertemu dengan mereka. 12 tahun kemudian, pengkaji bertemu semula dengan dua daripada mereka yang ketika itu mula melangkah ke alam dewasa. Menggunakan pendekatan sosiobudaya terhadap literasi, bab ini menelusuri data daripada kedua-dua fasa kajian dalam usaha untuk menjawab soalan: Apakah yang diperlukan untuk menjadi literat dengan cara yang dibenarkan sekolah, apakah cabaran yang dihadapi oleh kanak-kanak ini, dan sejauh manakah ini berkaitan dengan pencapaian di sekolah? Dalam proses itu, penulis cuba mengaitkan pengalaman kanak-kanak ini dengan trajektori literasi beliau sendiri dalam ruang sosiobudaya dan sosiolinguistik yang tersendiri, dan meneliti persamaan dan perbezaan antara mereka. Naratif biografi penulis memberi satu lagi lapisan makna kepada hubungan antara modal budaya dan pencapaian di sekolah, dan antara struktur dan agensi.
Date Issued
2021
ISBN
9.78037E+12
Publisher
Routledge
Project
CRP 26/03 MAB
CRP 19/04 MAB
Funding Agency
National Institute of Education, Singapore