Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6259
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dc.contributor.authorLoh, Chin Ee-
dc.date.accessioned2013-03-25T05:53:33Z-
dc.date.available2013-03-25T05:53:33Z-
dc.date.issued2008-07-
dc.identifier.citationPaper presented at the 22nd World Congress on Reading, San José, Costa Rica, 28-31 July 2008-
dc.identifier.urihttp://hdl.handle.net/10497/6259-
dc.description.abstractThe need to bring culturally relevant material into English Literature classrooms has long been considered important from academic and intellectual as well as societal and personal perspectives. More recently, scholarship and educational policies are encouraging the use of "multicultural" texts that reflect the polyphony of voices in the world as being culturally relevant, and having the potential to engage students in fertile discussion about their identity and the world around them. This paper takes a close look at scholarship, research, policy and practice in the U.S. and Singapore in the last 20 years, and gives insights into how practice is being contextualized in both countries. While certain terminology seem to be the same, close examination of the data show that there are notable differences in scholarship, policy, and practice in both countries. Particularly important to this discussion is the notion of what counts as "multicultural" and how that has impacted upon curriculum choice and instruction.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleMulticultural texts in contexts: Comparing the use of multicultural texts in the literature classroom in the United States and Singaporeen
dc.typeConference Paperen
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