Singapore’s educational policy through the prism of student voice: recasting students as co-agents of educational change and ‘disrupting’ the status quo?

This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.     

Educational change in Singapore and its ‘tinkering’ around the edges: A critical realist perspective

This article re-examines the contents of Singapore’s Thinking Schools Learning Nation (TSLN) and Teach Less Learn More (TLLM) educational initiatives, introduced and implemented to promote change and to prepare Singaporeans for a twenty-first century knowledge-based economy. Adopting a critical realist perspective that enables investigations into complex social systems, the paper highlights the concepts, change process and possible outcomes of change proposed by realist social theory. An explanatory critique responding to the question, ‘What social structural changes were implemented by the TSLN and TLLM initiatives, and why?’ is developed, tracing the programmes of change in TSLN and TLLM. Findings reported in 2013, by a local large-scale research project, has made claims about the ineffectiveness of the initiatives in bringing about desired changes in classroom instructional practices. The critique questions—given Singapore’s recent and consistent successful performances in international benchmarking tests—whether it is only in the classroom that educational change that matters, counts. It suggests that despite making strong statements about the limited effectiveness of the TSLN and TLLM initiatives, many programs introduced and adopted by primary, secondary and post-secondary institutions, especially under TLLM, were left unexamined by the research project. The explanatory critique theorises that two kinds of changes have taken place—the reorientation of pedagogical practices in post-secondary institutions and extensions of what already exists in the primary and secondary sections. The paper concludes by highlighting some implications the explanatory critique have for research into educational change in general, and for educational change in Singapore.     

The datafication of discipline: ClassDojo,surveillance and a performative classroom culture

ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.     

Singapore Education in “New Times”: Global/local imperatives

This paper critically examines recent education reform in Singapore launched under the rhetoric of “Thinking Schools, Learning Nation” (TSLN). I will make explicit the context and the premises underlying the new state‐initiated TSLN education reform. I argue that the re‐alignment of education change is a response to the trajectories of (global) economic conditions, concomitantly framed by (local) sociopolitical and cultural–ideological needs. Next, I tease out and critique the pedagogical problems and contradictions embedded in the TSLN education reform. The paper concludes by asking what critical perspectives can be drawn from the Singapore case vis‐a`‐vis globalisation and education reform.     

Educational action research in Singapore: to prove or improve?

The rise of educational action research amongst schools in Singapore can be attributed to the government's belief that educational research and reform can improve school performance and help Singapore keep pace with the impact of globalization. However, against a backdrop of neo-liberal educational reform where efficiency, accountability and demonstrable outcomes are valued, the underlying intent of the action research projects would seem to be inconsistent with the emancipatory intent normally associated with action research. A systematic review was conducted of 71 action research projects submitted to a local educational conference in 2006. Of concern to us is how action research has been narrowly interpreted and recruited simply as an evaluative tool with the emancipatory potential largely ignored. The paper is theoretically framed by governmentality and performativity to explore the embedded power relations that may “fabricate” the action research projects. The findings and discussions suggest a need for the government, schools and teacher-researchers to reflexively question the current expectation of action research and to be clear about its broader purpose.     

The Politics of Pragmatism: Some Issues in the Teaching of Literature in Singapore

This essay considers the place of the secondary school literature curriculum in Singapore within the framework of ‘Thinking Schools, Learning Nation’ (TSLN), the vision set out by the Ministry of Education in 1997, and suggests alternative paths for the subject in the light of a more politicised approach towards reading texts proposed by critical literacy.     

What is Philosophy for Children? From an educational experiment to experimental education

Abstract

Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children’s thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school claims to question its own framework, and what is the consequence of such a claim for thinking, in education, philosophy and the child? Implications for the concept of critical thinking follow.     

论新课程背景下教师思维方式的转变

教师的思维方式是教育教学这一特定的社会实践方式在教师主体中的内化,教育的发展变革决定着教师思维方式的变革。随着新一轮基础教育课程改革的深化发展,表现在课程、教学和学校文化层面的改革趋势日益加强,传统的教师思维方式逐渐暴露出抽象、二元对立等问题,已不能和社会实践的发展相适应,这就要求教师思维方式也作出转变和提升。新课程背景下教师转变和提升思维方式,必须注重教学过程、注重创造、注重学生个性等。     

Shadow education in Singapore: A Deweyan perspective

Abstract

This study focuses on the phenomenon of private supplementary tutoring, otherwise known as ‘shadow education’, which has proliferated around the world. By casting the spotlight on one particular shadow education institution (SEI) in Singapore and viewing it through the lens of Dewey’s educational philosophy, the study aimed to illuminate the inner workings of a SEI to shed light on its ability to thrive in a competitive educational landscape. Data were drawn from lesson observations, interviews with various stakeholders and the SEI website. Viewed through Dewey’s philosophical thinking about the connections between the child and curriculum and school and society, the data shows an institution outwardly guided by a progressivist mission to develop learners as a whole, providing opportunities for broadening their minds and preparing them for their future workplace. However, evidence also suggests that there is a fundamental focus on high-stakes examination preparation in its pedagogic practices and curricular content. This tension reflects the wider socio-economic culture in Singapore that is entrenched within a utilitarian and pragmatic paradigm while aspiring towards more humanistic and holistic educational goals.     

Official and popular culture in the schooling process

This article analyses the schooling process in rural areas of Galicia (Spain) from the mid-nineteenth to the mid-twentieth century, considering educational initiatives promoted by both the state and the rural population. The former, which were governed by the official school culture, were driven by a moralistic approach; the latter, within the framework of popular school culture, were essentially aimed at literacy. The confrontation that arose between the two initiatives was finally resolved in favour of the official school. Our main goal here is to analyse how popular schools (ferrado schools) were perceived by official culture (school administrators and education experts) as well as by those who were directly involved as protagonists, i.e. the schoolteachers who ran these schools (escolantes) and their pupils.     

信息思维与中国文化的思维特色

信息思维是区别于传统的物质思维和能量思维的一种全新思维方式。比较起古希腊文化，中国古代文化较少有实体性物质思维的特点，而更多具有信息思维的特色。中国古代文献中所阐释的八卦、阴阳、有无、五行、象数、经络、脏腑，以及天人相应等观念和理论都体现着丰富而深刻的信息统念和信息思维方式。在当代，根植于中国传统文化中的信息思维方式与现代信息系统理论相结合，诞生了一系列由中国人提出的具有独特韵味的学说，比如，泛系理论、生物全患律、宇宙全息论，以及演化全患理论等等，此类学说同样体现着深刻的信息思维底蕴。     

From myths to models: the (re)production of world culture in comparative education

This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's telos of a ‘world culture’ neglects the notions of power and agency, and continues to use discourses of modernism and ‘scientific’ methodology to justify conformity as the reigning global ‘norm’. The world culture theory ultimately results in an unwitting legitimisation of neoliberal policies and its varied educational projects. Drawing on the micro-, meso- and macro-levels of discourse analysis, we examine how the semantics and content of the world culture theory have evolved as it embraced an increasingly large and diverse community of scholars aligned with it. By highlighting some significant semantic shifts during the last four decades, we explore how the world culture theorists forged a relatively new (privileged) space in comparative education – a space that has increasingly turned deterministic and normative. Through a careful deconstruction of some of the basic assumptions of world culture theory, we call for reopening of an intellectual space for new ways of thinking about educational phenomena in the context of globalisation.     

Performativity by stealth: a critique of recent initiatives on creativity

This article offers an analysis of recent development in primary education, in particular the prevailing climate of performativity and new initiatives on creativity. Since 1989 education has been dominated by the performativity discourse accompanied by the obsession with evidence: of children's learning; of teachers' performance; and of student teachers' ‘covering’ the standards. Recent initiatives would seem to signify a shift in official Government thinking on education and a move to embrace the creativity discourse. The commissioning of a national report on creativity and culture was an important first step. There was also the QCA's literature review of creativity, and the development of the QCA web site on creativity. More recently, we have seen the introduction of the new Primary National Strategy (PNS) via the DfES document Excellence and Enjoyment and Government support for creative partnerships: a programme aimed at developing creativity in learning and participation in cultural activities. This article argues that the new initiatives on creativity do not herald major change in primary education. It offers a critique of two significant texts: the Primary National Strategy and the QCA web site on creativity. It presents an alternative analysis of creativity and suggests ways forward to prevent creativity becoming hijacked by the performativity discourse.     

新加坡创新教育及其启示

新加坡创新教育的实施卓有成效,为此提出了一系列教育政策改革,从教师创意培训、全面改革课程、搭建展示平台、培养创业精神等方面促进创新教育的实现。在此经验基础上,结合我国教育现状,提出培训创新型师资,实现创意教学;完善创新思维课程,提高创新能力;创新结合创业,培养创业精神等策略,以推进我国中小学创新教育进程。     

Critical Thinking Beyond Skill

The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change‐friendly and context‐sensitive but we argue that it is oblivious to other, non‐purposive kinds of rationality that are indispensable to critical thought. Our suggestion is that there is an aporetic element in critical thought that is missing from contemporary educational positions. We consider some other efforts to redeem the surplus of criticality that performativity fails to take into account and conclude that the aporetic element that we highlight accommodates better than other theories do the significance of thematizing the taken‐for‐granted instead of focusing on problem solving.     

试论新建医专教育创新思路与实践

本文论述了新建医专实行教育创新的基本思路和主要实施对策,提出以更新教育观念,达成教育创新共识为突破口,对新建医专按普通医学高校标准改善办学条件,加强师资队伍建设,健全教学管理制度,促进教育教学改革,发挥教学质量监控作用,从多个环节保障育人质量,切实提高办学综合效益。     

试论新建医专教育创新思路与实践

论述了新建医专实行教育创新的基本思路和主要实施对策,提出以更新教育观念,达成教育创新共识为突破口,对新建医专按普通医学高校标准改善办学条件,加强师资队伍建设,健全教学管理制度,促进教育教学改革,发挥教学质量监控作用,从多个环节保障育人质量,切实提高办学综合效益是非常必要的和切实可行的。     

Students' recognition of educational demands in the context of a socioscientific issues curriculum

Students' difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students' difficulties. The integration of different forms and demands of knowledge and discourses typified by Science-in-Context initiatives, such as within the socioscientific framework, exemplifies this development in science education. Here, the diffuse boundaries between school subjects and other silos of knowledge lead to considerable difficulties for students to interpret what is expected from them. Such contexts having diffuse boundaries between, for example, subject discourses and other forms of knowledge, have been describes as contexts with weak classification. The present study aims to explore students' interpretation of what knowledge or meaning they are requested to produce in contexts with weak classification, here exemplified within an SSI-task. We use Bernstein's concepts of recognition rules and classification to analyze how 15- to 16-year-old students develop their discussions in groups of 4–6 students. This study reports how students' recognition of the educational demands enabled integration of different discourses in their discussion, and that the use of both universalistic and particularistic meanings can produce new understandings. Students who had not acquired recognition rules were found to keep discourses apart, expressed either as rejection of the relevance of the task, answering questions as in a traditional school task, or just exchange of personal opinions. Furthermore, they included discourses irrelevant to the issue. An important outcome of the study was that socioscientific thinking was hampered when students kept universalistic and particularistic meanings apart. This hampering results from the inhibition of dynamic exploration during SSI discussions. The results provide new insights with relevance for teachers' guiding students toward a fruitful SSI-discourse.     

Teaching thinking on a national scale: Israel's pedagogical horizons

Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called “Pedagogical Horizons for Learning”. The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the “Pedagogical Horizons for Learning” on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process.     

Not the nine o'clock service: Using children's culture

This paper discusses current thinking and practice about the use of popular culture in the primary school to teach literacy. It attempts to question the methods that attempt to galvanise children's interest in popular texts to teach the current literacy curriculum. It argues that there is an incompatibility between the pleasures and practices of the world of popular culture and the traditional environment and curricula of school. The paper argues that instead of ‘using’ children's culture to teach the literacy curriculum in school, children's vibrant, sophisticated and valuable culture needs to be embedded within it.