ABSTRACT
The Malaysian Education Blueprint 2013–2025 states that the aim of Malaysian education is to develop globally competitive students. English literature, on the other hand, is presented in the document as a means to increase student proficiency, enjoyment, and creativity. This chapter argues that such a conceptualization of literature education limits its potential to develop global-mindedness among students. However, analysis of desired student responses in three forms of English literature education and their assessment in Malaysia reveals that there are elements of a global perspective in present syllabi. Nevertheless, the full potential of literature education to develop global citizens while simultaneously dulling the edge of cut-throat global competitiveness is left untapped.
