Sorting Citizens: Differentiated Citizenship Education in Singapore

Autor/in	Ho, Li-Ching
Titel	Sorting Citizens: Differentiated Citizenship Education in Singapore
Quelle	In: Journal of Curriculum Studies, 44 (2012) 3, S.403-428 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.675359
Schlagwörter	Citizenship; Educational Objectives; Citizenship Education; Outcomes of Education; Ideology; Foreign Countries; Social Studies; Case Studies; Student Role; Track System (Education); National Curriculum; Democratic Values; Vocational Education; Citizen Participation; Low Achievement; Singapore + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Educational objective; Bildungsziel; Erziehungsziel; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lernleistung; Schulerfolg; Ideologie; Ausland; Gemeinschaftskunde; Case study; Fallstudie; Case Study; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Unterdurchschnittliche Leistung; Singapur
Abstract	Using Singapore as a case study, this paper examines how the discourses of democratic elitism and meritocracy help allocate different citizen roles to students and define the nature of the social studies citizenship education programmes for different educational tracks. While the Singapore education system is not unique in its stratification of students into distinct educational tracks with diverse educational outcomes, it is one of the very few countries with explicitly differentiated formal national citizenship curricula for students from different educational tracks. Students are formally allocated different citizenship roles and responsibilities according to the hierarchy defined by the state. Three distinct roles can be identified: (1) elite cosmopolitan leaders; (2) globally-oriented but locally-rooted mid-level executives and workers; and (3) local "heartlander" followers. To cater to these different citizen roles, the three programmes encompass significantly different curricular goals, content, modes of assessment, civic skills, and values. The findings indicate that only the elite students have access to citizenship education that promotes democratic enlightenment and political engagement. The social studies curriculum for students in the vocational track, in contrast, focuses almost exclusively on imparting a pre-determined body of knowledge and set of values deemed necessary for academically low-achieving students. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10