"Riding the citizenship wagon": Citizenship conceptions of social studies teachers in Singapore. (April 2017)

• Record Type: Journal Article
• Authors: Sim, Jasmine B.-Y.; Chua, Shuyi; Krishnasamy, Malathy
• Is Part Of: Teaching and teacher education. Volume 63(2017)
• Page Start: 92
• Page End: 102
• Publication Date: 2017-04
• Subjects: Citizenship education -- Civic education -- Curriculum -- Singapore -- Social studies -- Teacher education; SAP schools Special Assistance Plan schools -- MoE Ministry of Education -- PAP People's Action Party; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.12.002
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Interest in citizenship has never been higher. However, citizenship is a contested concept. In this qualitative case study, we examined how social studies teachers in Singapore conceptualized citizenship. We found that teachers' understandings generally could be categorized as three conceptions of citizenship - character-driven, social-participatory, and critically-reflexive. Most teachers valued participation at a personal level and a minority valued civic engagement and/or were concerned about injustices and structural analysis. This challenged the perception that issues of ideology and curriculum content are Western concerns. Rather, social justice cuts across all societies, and is also fundamental to Asia and Singapore. Highlights: Teachers were either character-driven, social-participatory, or critically-reflexive. Teachers in each category observed different types of boundaries. Character-driven teachers used a diversity of teaching approaches. There were few social-participatory teachers compared to the other two categories. Critically-reflexive teachers cared about social justice and were self-critical.