Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19395
Title: 
Authors: 
Subjects: 
English literature
Disciplinary knowledge
Opportunity costs
Curriculum
Pedagogy
Issue Date: 
2017
Citation: 
Towndrow, P., & Kwek, D. B. K. (2017). The teaching of literature in a Singapore secondary school: Disciplinarity, curriculum coverage and the opportunity costs involved. Asia Pacific Journal of Education, 37(3), 389-402. https://doi.org/10.1080/02188791.2017.1302923
Abstract: 
Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2017.1302923
URI: 
ISSN: 
0218-8791
DOI: 
File Permission: 
Open
File Availability: 
With file
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