Rethinking Critical Patriotism: A Case of Constructive Patriotism in Social Studies Teachers in Singapore

Autor/inn/en	Chua, Shuyi; Sim, Jasmine B.-Y.
Titel	Rethinking Critical Patriotism: A Case of Constructive Patriotism in Social Studies Teachers in Singapore
Quelle	In: Asia Pacific Journal of Education, 37 (2017) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2016.1142425
Schlagwörter	Social Studies; Patriotism; Critical Thinking; Public Policy; Qualitative Research; Case Studies; Citizenship Education; Selective Admission; Foreign Countries; Females; Single Sex Schools; Social Values; Teaching Methods; Teacher Attitudes; Epistemology; Teacher Characteristics; Profiles; Cultural Context; Singapore + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Patriotismus; Kritisches Denken; Öffentliche Ordnung; Qualitative Forschung; Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsselektion; Ausland; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Sozialer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Erkenntnistheorie; Charakterisierung; Profilanalyse; Singapur
Abstract	Critical patriotism is an ideal in many liberal Western nations. Few studies, however, explore how teachers understand and teach critical patriotism and the possible tensions arising from its adoption, especially in non-Western contexts. This qualitative case study explores the understandings and practices of two Social Studies teachers from an elite girls' school in Singapore to understand how they negotiate the tensions that arise when critical thinking and patriotism meet. The findings show that the teachers perceive little contradiction between patriotism and critical thinking and, hence, generally taught in line with democratic citizenship education. They encouraged students to discuss controversial policies, brought in diverse perspectives and challenged the status quo. However, sensitive to the socio-political context in Singapore, they sought consensus instead of contestation, gradual change instead of radical change, in contrast to the spirit of critical patriotism. These findings suggest that in Singapore, where communitarian values are promoted, critical patriotism was expressed differently. Constructive patriotism may be a better term to describe the type of patriotism observed in the teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01