This book examines how critical thinking is regulated in Singapore
through the process of what the influential sociologist of
education Basil Bernstein termed "pedagogic recontextualization".
The ability of critical thinking to speak to alternative
possibilities and individual autonomy as well as its assumptions of
a liberal arrangement of society is problematized in Singapore's
socio-political climate. By examining how such curricular
discourses are taken up and enacted in the classrooms of two
schools that cater to very different groups in society, the book
foregrounds the role of traditional high-status knowledge in the
elaboration of class formation and develops a critical
understanding of post-developmental state initiatives linked to the
parable of modernization in Singapore. Knowledge, Control and
Critical Thinking in Singapore offers chapters on: * Critical
Thinking and the Singapore State: Meritocracy, Illiberalism and
Neoliberalism * Sacred Knowledge and Elite Dispositions:
Recontextualizing Critical Thinking in an Elite School * Power,
Knowledge and Symbolic Control: Official Pedagogic Identities and
the Politics of Recontextualization This book will appeal to
scholars in comparative education studies, curriculum studies and
education reform. It will also interest scholars engaged in Asian
studies who are struggling to understand issues of education policy
formation and implementation, particularly in the areas of critical
thinking and other knowledge skills.
General
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