Leonel Lim

Knowledge, Control and Critical Thinking in Singapore (eBook, ePUB)

State ideology and the politics of pedagogic recontextualization

• Format: ePub

Produktbeschreibung

This book examines how critical thinking is regulated in Singapore through the process of what the seminal education theorist Bail Bernstein labelled as "pedagogic recontextualisation". The ability of critical thinking to encompass alternative possibilities, individual autonomy and liberal democracy is problematised in Singapore's anti-liberal political and social climate and the book studies the ways in which the nation state recontextualises its critical thinking methodologies as it grooms its people for an economy focused on "knowledge skills".

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 208
• Erscheinungstermin: 7. September 2015
• Englisch
• ISBN-13: 9781317499961
• Artikelnr.: 43824547

Autorenporträt

Leonel Lim is Assistant Professor at the Curriculum, Teaching and Learning Academic Group, National Institute of Education, Singapore. His research focuses on the sociology of curriculum, the politics of education, state power, and elite schooling. In 2014 he was the recipient of the American Educational Research Association's Outstanding Dissertation Award in curriculum studies. His current projects include an edited volume (with Michael W. Apple) on the politics of curriculum reform in strong states in Asia (Routledge).

Inhaltsangabe

1. Beyond Abstraction: The Social and Political Contexts of Teaching
Critical Thinking 2. Competencies and Consciousnesses: Mapping the Politics
of the Curriculum through the Pedagogic Device 3. The Arbitrariness of
Knowledge Fields: Critical Thinking and its Social Logic 4. Critical
Thinking and the Singapore State: Meritocracy, Illiberalism and
Neoliberalism 5. Profane Knowledge and Instrumental Rationality:
Recontextualizing Critical Thinking in a Mainstream School 6. Sacred
Knowledge and Elite Dispositions: Recontextualizing Critical Thinking in an
Elite School 7. Power, Knowledge and Symbolic Control: Official Pedagogic
Identities and the Politics of Recontextualization