NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1088281
Record Type: Journal
Publication Date: 2016-Jan
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1741-4350
Levelling the Reading Gap: A Socio-spatial Study of School Libraries and Reading in Singapore
Loh, Chin Ee
Literacy, v50 n1 p3-13 Jan 2016
This article takes a comparative socio-spatial approach at the intersection of social class and reading politics to provide a fresh way of examining school reading policies and practices, unearthing previously hidden spaces of inequity for reading intervention. The juxtaposition of two nested case studies in Singapore, one of an elite all-boys' school and another of a co-educational government school with students in different academic tracks, revealed inequitable practices, specifically in the designs and uses of school library spaces between schools serving different social classes. The study argues that attempts to design reading interventions should move away from the view of student-as-problem to structure-as-problem in order to discover new perspectives for reading intervention. Additionally, this study demonstrates how foregrounding social class in educational research is necessary for effective design of educational strategies that aim to transform education and society by narrowing the gap between students from different social classes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore