|
Showing 1 - 7 of
7 matches in All Departments
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.
Critical Studies of Education in Asia features analyses that take
seriously the complex postcolonial, historical, and cultural
consciousnesses felt across societies in Asia, and that bring these
to bear on the changing terrain of knowledge, subjectivities, and
power relations constructed both within schools and across the
public sphere. In documenting the multiple sites of conflict and
contestation both between and within states in Asia and a host of
pedagogic agents - ministries of education, state boards and
agencies, schools, teachers and teacher unions, university
departments of education, local interest groups, the media,
international standards agencies, and global educational reform
discourses - the chapters in this volume illuminate the struggles
over knowledge, education, and the work of schools. Faced with
emergent global and local forces that are determined to challenge
'official' knowledge and to offer alternative understandings of
education and society in Asia, this volume offers critical insights
for academic researchers, policy- makers, and graduate students
seeking to understand the tensions and possibilities of educational
change in the region. This book was originally published as a
special issue of Curriculum Inquiry.
Critical Studies of Education in Asia features analyses that take
seriously the complex postcolonial, historical, and cultural
consciousnesses felt across societies in Asia, and that bring these
to bear on the changing terrain of knowledge, subjectivities, and
power relations constructed both within schools and across the
public sphere. In documenting the multiple sites of conflict and
contestation both between and within states in Asia and a host of
pedagogic agents - ministries of education, state boards and
agencies, schools, teachers and teacher unions, university
departments of education, local interest groups, the media,
international standards agencies, and global educational reform
discourses - the chapters in this volume illuminate the struggles
over knowledge, education, and the work of schools. Faced with
emergent global and local forces that are determined to challenge
'official' knowledge and to offer alternative understandings of
education and society in Asia, this volume offers critical insights
for academic researchers, policy- makers, and graduate students
seeking to understand the tensions and possibilities of educational
change in the region. This book was originally published as a
special issue of Curriculum Inquiry.
As Asian education systems increasingly take on a stronger presence
on the global educational landscape, of special interest is an
understanding of the ways in which many of these states direct
their schools towards higher achievement. What is missing, however,
are accounts that take seriously the particular construction of the
strong, developmental state witnessed across many Asian societies,
and that seek to understand the politics and possibilities of
curriculum change vis a vis precisely the dominance of such a
state. By engaging in analyses based on some of the best current
social and cultural theories, and by illuminating the interactions
among various state and non-state pedagogic agents, the chapters in
this volume account for the complex post-colonial, historical and
cultural consciousnesses that many Asian states and societies
experience. At a time when much of the educational politics in Asia
remains in a state of transition and as many of these states seek
out through the curriculum new forms of social control and novel
bases of political legitimacy, such a volume offers enduring
insights into the real if not also always relative autonomy that
schools and communities maintain in countering the hegemonic
presence of strong states.
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.
As Asian education systems increasingly take on a stronger presence
on the global educational landscape, of special interest is an
understanding of the ways in which many of these states direct
their schools towards higher achievement. What is missing, however,
are accounts that take seriously the particular construction of the
strong, developmental state witnessed across many Asian societies,
and that seek to understand the politics and possibilities of
curriculum change vis a vis precisely the dominance of such a
state. By engaging in analyses based on some of the best current
social and cultural theories, and by illuminating the interactions
among various state and non-state pedagogic agents, the chapters in
this volume account for the complex post-colonial, historical and
cultural consciousnesses that many Asian states and societies
experience. At a time when much of the educational politics in Asia
remains in a state of transition and as many of these states seek
out through the curriculum new forms of social control and novel
bases of political legitimacy, such a volume offers enduring
insights into the real if not also always relative autonomy that
schools and communities maintain in countering the hegemonic
presence of strong states.
Just what is the role and impact of corporate elites in
contemporary reforms of public sector universities and schools?
Providing fresh perspectives on matters of governance and vibrant
case studies on the particular types of provision including
curriculum, teaching and professional practices, Gunter, Hall and
Apple bring together contributions from Argentina, Australia,
England, Indonesia, Singapore and US to reveal how corporate elites
are increasingly influencing public education policy, provision and
service delivery locally, nationally and across the world. Leading
scholars, including Patricia Burch, Tanya Fitzgerald, Ken Saltman,
and John Smyth scrutinise the impact elites are having on
opportunity, access and outcomes through political and professional
networks and organisations.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|