The continual rise of English as a global lingua franca has meant that English literature, both as a discipline and as a tool in ESL and EFL classrooms, is being used in varied ways outside the inner circle of English. This edited collection provides an overview of English literature education in the Asia-Pacific in global times, bringing to international attention a rich understanding of the trends, issues and challenges specific to nations within the Asia-Pacific region. Comprising contributions from Australia, China, Hong Kong, India, Indonesia, Malaysia, Philippines, Singapore and Vietnam, the collection addresses the diversity of learners in different national, cultural and teaching contexts. In doing so, it provides insights into historical and current trends in literature education, foregrounds specific issues and challenges in policymaking and implementation, presents practical matters concerning text selection, use of literature in the language classroom, innovative practices in literature education, and raises pressing and important questions about the nature, purpose and importance of literature education in global times.
Notes on contributors
1. Globalizing literature education in the Asia-pacific: remapping the boundaries (Chin Ee Loh, Suzanne Choo and Catherine Beavis)
2. Literature in subject English in Australia: purpose, identity and mode (Catherine Beavis)
3. Re-forming the nation: curriculum, text selection, and Asian literature in subject English in Australia (Larissa Mclean Davies and Lucy Buzacott)
4. Literature in English language learning in China in tertiary education (Geoff Hall and Qian Yang)
5. Changing the ‘Success Narrative’: English literature can help broaden Hong Kong students’ perceptions of education (Michael O’sullivan)
6. English literary studies in India: between critical thinking and instrumental drives (Subarno Chattarji)
7. Neo-colonialism and the writer’s identity in creative writing (Silvia Mayasari-Hoffert)
8. Positioning approaches to teaching literature in English in Malaysian secondary schools (Wei Keong Too)
9. Desired student response and its potential in forms of English literature education in Malaysia (Jia Wei Lim)
10. Problems and issues in teaching literature in English in Philippine secondary schools (Lalaine F. Yanilla Aquino)
11. Teaching literature, teaching identity: language pedagogy and building a nation through texts and textbooks (Priscilla Angela T. Cruz)
12. Reclaiming Southeast Asia: cultural engagements in the Philippine tertiary classroom (Lily Rose Tope)
13. English literature education in Vietnam and the potential of appropriating reader-response theory in global times (Ha Thi Thu Nguyen)
14. The poetry of place, the place of poetry: the promise and perils of a place-based literary pedagogy in the Singapore literature classroom (Chin Ee Loh)
15. The Asian short film in the literature classroom (Dennis Yeo)
16. Globalizing literature education in Singapore: reviewing developments and re-envisioning possibilities for the future (Suzanne Choo)
In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.
The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.