Is it time to let meritocracy go?. Examining the case of Singapore.

Autor/in	Talib, Nadira
Titel	Is it time to let meritocracy go?. Examining the case of Singapore.
Quelle	Abingdon, Oxon: Routledge (2020)Verfügbarkeit
Reihe	Routledge critical studies in Asian education
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781138320000 (gebundene Ausgabe); 9780367502874 (Taschenbuch); 9780429453625 (E-Book)
Schlagwörter	Singapur; Educational equalization; Singapore; Merit (Ethics); Discrimination in education; Academic achievement; Education and state; Erziehung + Suchen Sie Ihr Suchwort? Education; Bildung; Erziehung; Singapur; Merit; Verdienst (Ethik); Discrimination; Diskriminierung; Benachteiligung; Schulleistung; State; Staat
Abstract	Introduction: questions and themes -- Creating the conditions for division and structural inequality: the human being as a historical construct -- Genealogy and ethics to investigate the conditioning of human beings into moral subjects who desire for more -- Micro-meso-macro movements: a multi-level critical discourse analysis Framework to examine the value of truth -- Theme 1: Metaphorical Realism -- Theme 2: De/regulation -- Theme 3: Political economies of surrealism -- Inequality as meritocracy. "Despite meritocratic claims of equal opportunity, official statistics released by the Ministry of Education, Singapore, reveal that a large segment of the Malay population has sustained the lowest academic achievement from 1987 to 2011. This statistical representation raises the possibility of a politically induced, systemic inequality as a point of investigation. To investigate this seeming contradiction between the rhetoric and practice of equal educational opportunity, the author analyses education policies by drawing on a synthesis of philosophical perspectives and critical discourse analysis as a way of making explicit how the historical constitution of the learner is linked to the legitimisation of inequitable education policies that favour corporatist practices. By making explicit how the underlying assumption of the policy 'logic' that increasing expenditure on 'talents' must necessarily involve the increasing welfare of everybody is both unsubstantiated and arbitrary, the book presents a moral political problem in demonstrating how education policies are unfounded and unsupported through the idea of meritocracy"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2020/1/02