Routledge Knowledge, Control and Critical Thinking in Singapore: State ideology and the politics of pedagogic recontextualization (Routledge Critical Studies in Asian Education)

About the Author 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). Product Description This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed "pedagogic recontextualization". The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore’s socio-political climate. By examining how such curricular discourses are taken up and enacted in the classrooms of two schools that cater to very different groups in society, the book foregrounds the role of traditional high-status knowledge in the elaboration of class formation and develops a critical understanding of post-developmental state initiatives linked to the parable of modernization in Singapore.Knowledge, Control and Critical Thinking in Singapore offers chapters on:• Critical Thinking and the Singapore State: Meritocracy, Illiberalism and Neoliberalism • Sacred Knowledge and Elite Dispositions: Recontextualizing Critical Thinking in an Elite School• Power, Knowledge and Symbolic Control: Official Pedagogic Identities and the Politics of RecontextualizationThis book will appeal to scholars in comparative education studies, curriculum studies and education reform. It will also interest scholars engaged in Asian studies who are struggling to understand issues of education policy formation and implementation, particularly in the areas of critical thinking and other knowledge skills. Review Leonel Lim’s Knowledge, Control and Critical Thinking in Singapore is a timely intervention in the now buoyant accumulation of educational writing on curriculum reform through critical thinking. Singapore, after all, has become the idealized and paradigmatic model of education reform and achievement for educational systems across the globe. Lim’s book reminds us, however, that even the most innovative and ameliorative discourses in education must be materially grounded and evaluated in the light of real-existing conditions and experiences for social subjects in the school setting. In this novel text, Lim puts on display tremendous theoretical gifts grounded in Bernsteinian and Bourdieuian understandings of the stratified-status value attached to curriculum knowledge. Lim’s research focus is on the role of high-status knowledge in the elaboration of class formation and post-developmental state initiatives linked to the parable of modernization in Singapore. Lim writes with a distinctive voice. And, Knowledge, Control and Critical Thinking in Singapore is an elegant deployment of Bernsteinian analysis to the post-developmental context of education. Empirically grounding theoretical claims in a comparative case study of the official national curriculum with the lived curriculum that is actually enacted in schools attended by Singapore’s elite youth and those attended by students who are considerably less advantaged, this brilliant volume sheds light on the consequences of the technocratic curriculum goals of an interventionist, post-developmental state. It trenchantly calls attention to the real-existing opportunity costs for less advantaged youngsters and to the limits of innovative programs under the neoliberal post-developmental paradigm that guides Singapore. It should be required reading for contemporary students of curriculum studies wherever they are. - Cameron McCarthy, Univ