Literature in English Studies: A Theory of How Teachers and Students in Singapore Secondary Schools Deal with the Subject

Recent research on Literature education in Singapore has highlighted the state of ambivalence of the Literature curriculum (Choo, 2004); suggested possibilities for its reconceptualisation, taking into consideration the environment and impact of globalisation (Holden, 2000; Choo, 2011); and considered the offering of alternative curricula (Poon, 2007). An exploration into the state of Literature as a subject in Singapore secondary schools in relation to this recent research was carried out, by considering the role of Literature in the current political, economic, social and educational climate. This paper presents the findings and analysis of students' perspectives, obtained through in-depth interpretivist case studies conducted at five sites, purposively selected to incorporate the range of school types in Singapore. Data collection methods included focus group interviews, written protocol and document analysis. Emergent themes included: the insignificant impact of local literature on the study of Literature, the low status and the lack of desirability of Literature as a course of study, which led to the formulation of four key propositions supporting development of theory on ways in which students deal with Literature in English studies in Singapore secondary schools. The findings drawn from original empirical data from students have implications for theory, policy and practice. (Contains 5 footnotes.)