Abstract

Geography occupies a distinctive position in educational curriculum, often being tasked with the role of educating and advancing student knowledge in sustainability. However, contrasting geographical traditions, particularly positivism and humanism, has shaped the framing of sustainability in Singapore’s secondary school geography syllabuses. A close examination of the syllabuses reveals that although sustainability exists as an overarching thematic anchor across the topics, its articulation varies according to topical demands. However, if the curriculum sets out a fragmented landscape of learning about sustainability, its ability to move student behaviours towards sustainable praxis may be limited. This essay argues that there is room for a thorough interrogation of sustainability as a concept within the Singapore secondary school geography curriculum that goes beyond how it is presented in the syllabuses. Furthermore, a more meaningful engagement with the dynamic and highly principled nature of the concept could translate into more thoughtful and practising learners.

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