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Johannis Auri Bin Abdul Aziz

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Author/s:

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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