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Aloysius Foo

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Author/s:

Aloysius Foo (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Social Studies social studies education Singapore teacher professional learning   While the term “neighbourhood school” is popularly used in Singaporean parlance as well as by academics to describe a typical, government-run school, it has not been subjected to close scrutiny. Using Pierre […]

Aloysius Foo (National Institute of Education (Singapore))

Keywords
Social Studies
Junior College
Secondary School
Social Studies
social studies education
Singapore
teacher professional learning

 

While the term “neighbourhood school” is popularly used in Singaporean parlance as well as by academics to describe a typical, government-run school, it has not been subjected to close scrutiny. Using Pierre Bourdieu’s theory of different forms of capital and capital conversion, this article situates neighbourhood schools within Singapore’s stratified educational landscape.

Although these schools lack the privileges and recognition of elite schools, their students possess and mobilise their own forms of cultural, symbolic and emotional capital which empower them. This article is relevant for socially-conscious educators, Social Studies teachers and curriculum specialists who are keen to explore the notion of “diversity” through education and social class.

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Author/s:

Pang Wei Han(Raffles Institution (Singapore)) Keywords Social Studies Secondary School Social Studies social studies education Singapore teacher professional learning According to the Upper Secondary (Express/Normal Academic) Social Studies Teaching and Learning Guide, dynamic content “refers to knowledge needed for students to amplify and deepen their understanding of the core content” and “can take the form […]

Pang Wei Han(Raffles Institution (Singapore))
Keywords
Social Studies
Secondary School
Social Studies
social studies education
Singapore
teacher professional learning

According to the Upper Secondary (Express/Normal Academic) Social Studies Teaching and Learning Guide, dynamic content “refers to knowledge needed for students to amplify and deepen their understanding of the core content” and “can take the form of examples found in the Coursebook, or can be examples derived from discussions and explorations students undertake in school and outside of school” (Ministry of Education, 2015, p. 12). This review article was conceptualised with the intention of supporting Social Studies educators by supplementing their toolkit of dynamic content and sources. In addition to presenting an overview of three recently-published texts in the field of Singapore Studies, I will draw linkages with key concepts in the SS curriculum and suggest potential pedagogical approaches to leveraging these texts in the classroom. In keeping with the renewed emphasis on Character and Citizenship Education (CCE), I also remark on how the texts can tie in with various CCE strands, including Values-in-Action, Education and Career Guidance, and discussion of contemporary issues.

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Author/s:

Peidong Yang (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Social Studies social studies education Singapore teacher professional learning Introduction The upper-secondary Social Studies (SS) syllabus (Express/Normal-Academic) released in Singapore in 2016 introduced a component called “Issue Investigation” (II). Speaking to the target learners, the SS textbook defines and explains II as […]

Peidong Yang (National Institute of Education (Singapore))

Keywords
Social Studies
Junior College
Secondary School
Social Studies
social studies education
Singapore
teacher professional learning

Introduction
The upper-secondary Social Studies (SS) syllabus (Express/Normal-Academic) released in Singapore in 2016 introduced a component called “Issue Investigation” (II). Speaking to the target learners, the SS textbook defines and explains II as follows:

An Issue Investigation encourages you to identify a societal issue to develop a response to. A societal issue is one that is of concern to society and people have points of view about. An Issue Investigation allows you to analyse factors and perspectives that shape the development of societal issues. Through the course of the investigation, your group will also understand the impact the selected societal issue has on society and develop possible responses and recommendations to address the issue. (Ministry of Education, 2016a, p. 367)

In terms of carrying out II, the textbook prescribes a four-stage cycle: (1) sparking curiosity; (2) gathering data; (3) exercising reasoning; (4) reflective thinking. It thus seems that II is positioned as an inquiry-driven learning activity that helps students gain analytical insights into pertinent societal issues, which in turn serve the broader objective of Social Studies to develop learners into “informed, concerned and participative citizens” (Ministry of Education, 2016a, p. iii).

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Johannis Auri Bin Abdul Aziz (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Identity Singapore Scheduled for September, the coming presidential election is one of the most anticipated public events of 2017. While the populations of larger democratic countries have to contend with numerous regional and local elections that may cause electoral […]

Johannis Auri Bin Abdul Aziz (National Institute of Education (Singapore))

Keywords
Social Studies
Junior College
Secondary School
Identity
Singapore

Scheduled for September, the coming presidential election is one of the most anticipated public events of 2017. While the populations of larger democratic countries have to contend with numerous regional and local elections that may cause electoral fatigue, Singaporeans get to express their democratic voice only once every two to three years. This year’s election, though, is especially anticipated by the Malay community because for the first time, the presidential election will be reserved for Malays.

In an inherited Westminster parliamentary system such as ours, the Head of State usually plays a largely ceremonial role. The first four presidents after independence were appointed by Parliament and their duty was largely to play a unifying figure presiding over ceremonies and events designed to bind Singaporeans together as one people and to act as Singapore’s foremost representative to foreign states and their dignitaries. Individuals with dignity, solemnity, and a little of the common touch were the order of the day. Benjamin Sheares was a doctor, Devan Nair was a unionist and Yusof Ishak and Wee Kim Wee were both journalists.

This system was changed in January 1991, after new constitutional amendments passed by Parliament provided for the popular election of the president. The PAP government wanted to invest powers of oversight in the presidency as a check on Parliament and that called for an independent source of legitimacy direct from the people. Under these constitutional changes, the elected president was given the power to veto legislative attempts to use the national reserves, the power to appoint individuals to certain key civil service positions, and powers to oversee the enforcement of the Internal Security Act, the Maintenance of Religious Harmony Act as well as the Prevention of Corruption Act by their respective executive bodies.

In November last year, constitutional provisions for the office of the president were again amended. This time the key changes were twofold. First, the 1991 requirement for private sector candidates to have helmed companies worth at least $100 million in shareholder equity was raised to $500 million. Second, the amendment provides for elections that are reserved for minority communities. A reserved election is triggered when five consecutive terms pass without a president from a particular minority community. However, these two new rules have sparked much controversy and heated debate on social media.

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Author/s:

Rabiah Angullia (National Institute of Education (Singapore)) Keywords Primary Social Studies Primary School Identity Diversity Multicultural Education Primary Social Studies Singapore Abstract According to Rose (2016), images display the world in particular ways through “made meanings” or representations that are socially and culturally constructed. Visual images form part of teaching resources used in classrooms and hence […]

Rabiah Angullia (National Institute of Education (Singapore))

Keywords
Primary Social Studies
Primary School
Identity
Diversity
Multicultural Education
Primary Social Studies
Singapore

Abstract
According to Rose (2016), images display the world in particular ways through “made meanings” or representations that are socially and culturally constructed. Visual images form part of teaching resources used in classrooms and hence play an important role in the construction of knowledge for children. This paper examines how cultural diversity and identity are taught in Singapore in order to understand the extent to which it fosters or hinders the understanding of the complexities of cultural diversity and identity through a curriculum critique of the reader New Girl in Town which is used within Primary Two classrooms as a teaching resource for cultural appreciation. Through semiology as critical visual methodology, this study examines how dominant ideologies of cultural diversity and identity as defined by the state are represented and reinforced through the images presented in the reader. Key findings from this study highlight the implications of representing cultural diversity and identity as static and non-complex constructions of individuals and the extent to which it hinders the understanding of cultural diversity and identity.

Introduction
This paper explores the way visuals used as part of instructional materials in the social studies curriculum embody ideologies of diversity. This perception is based on views held by key thinkers within visual culture methodologies, such as Gillian Rose who asserts that “images offer views of the world; but this rendering…is never innocent” (Rose, 2016, p. 2). According to Rose (2016), images display the world in particular ways through “made meanings” or representations that are socially and culturally constructed.

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