Singapore has faced many pandemics over the centuries, from plague, smallpox and cholera to influenza and novel coronaviruses. By examining how different governments responded, this book considers what we can learn from their experiences. Public health strategies in the city-state were often affected by issues of ethnicity and class, as well as failure to take heed of key learnings from previous outbreaks. Pandemics are a recurrent and normal feature of the human experience. Alongside medical innovation and evidence-based policymaking, the study of history is also crucial in preparing for future pandemics.

Through a rich account of tuberculosis in Singapore from the mid-nineteenth century to the present day, this book charts the relationship between disease, society and the state, outlining the struggles of colonial and post-colonial governments to cope with widespread disease and to establish effective public health programmes and institutions. Beginning in the nineteenth century when British colonial administrators viewed tuberculosis as a racial problem linked to the poverty, housing and insanitary habits of the Chinese working class, the book goes on to examine the ambitious medical and urban improvement initiatives of the returning British colonial government after the Second World War. It then considers the continuation and growth of these schemes in the post-colonial period and explores the most recent developments which include combating the resurgence of TB and the rise of antimicrobial resistance.

This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book's authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book's chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.

Through a rich account of tuberculosis in Singapore from the mid-nineteenth century to the present day, this book charts the relationship between disease, society and the state, outlining the struggles of colonial and post-colonial governments to cope with widespread disease and to establish effective public health programmes and institutions. Beginning in the nineteenth century when British colonial administrators viewed tuberculosis as a racial problem linked to the poverty, housing and insanitary habits of the Chinese working class, the book goes on to examine the ambitious medical and urban improvement initiatives of the returning British colonial government after the Second World War. It then considers the continuation and growth of these schemes in the post-colonial period and explores the most recent developments which include combating the resurgence of TB and the rise of antimicrobial resistance.

This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book's authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book's chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.