Engendering a Culture of Thinking in a Culture of Performativity: The Challenge of Mediating Tensions in the Singaporean Educational System

Autor/in	Ab Kadir, Mohammad Akshir
Titel	Engendering a Culture of Thinking in a Culture of Performativity: The Challenge of Mediating Tensions in the Singaporean Educational System
Quelle	In: Cambridge Journal of Education, 47 (2017) 2, S.227-246 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1148115
Schlagwörter	Foreign Countries; Educational Change; Commercialization; Conflict; Productivity; Critical Thinking; Policy Analysis; Educational Policy; Barriers; Program Effectiveness; Trend Analysis; Ideology; Educational Philosophy; Organizational Culture; Cultural Influences; Educational Administration; Singapore + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Konflikt; Produktivität; Kritisches Denken; Politikfeldanalyse; Politics of education; Bildungspolitik; Trendanalyse; Ideologie; Bildungsphilosophie; Erziehungsphilosophie; Unternehmenskultur; Cultural influence; Kultureinfluss; Bildungsverwaltung; Schuladministration; Schulverwaltung; Singapur
Abstract	Among the major policies that have been implemented to ensure its continued success, "Thinking Schools, Learning Nation" (TSLN) has been described as the "big bang of educational reforms" in Singapore. However, while the policy aims to develop critical thinkers in school leavers, the corporatisation of education in the shape of structures such as the school excellence model seems to be at odds with TSLN. This paper argues that these structures unwittingly engender a culture of performativity among schools, marginalising the central outcome of its initiative that entails developing a culture of thinking and thinkers. The tension is further exacerbated by the larger rationalities that have shaped Singapore and the pragmatic and instrumental philosophy which underpins its educational system. The tensions generated by the clash between intended (culture of thinking) and engendered culture (culture of performativity) present the challenge of mediation for the system on its path to realising TSLN. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01