Tan, Jason

This book, which represents the author’s doctoral dissertation findings at the University of Wisconsin-Madison, promises a great deal to readers. It examines how the teaching of critical thinking in Singapore is regulated by the Ministry of Education through what prominent educational sociologist Basil Bernstein termed the process of “pedagogic recontextualization.” Lim problematizes the underlying philosophies and assumptions regarding critical thinking within the Singaporean socio-political context. His book explores the enactment of critical thinking in two secondary schools – one elite and the other non-elite – in order better to inform the state of knowledge with regard to issues of power, knowledge and control.

Purpose With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an international and comparative perspective. Since educational research tends to convey great variation based on country-specific circumstances it constitutes a good testbed for context-rich depictions of the knowledge formation within a given research field. Design/methodology/approach In this article, the authors compare the educational research that has been produced by scholars in Singapore and Sweden. The article begins by providing a rich overview of what has characterised the formation and institutionalization of educational research in public policy. After this background they map the knowledge formation of education by means of a comparative bibliometric approach using words from abstracts, titles and keywords published in 9017 peer-reviewed articles between 2000 and 2020. First, the authors describe the dominant topics in each country using topic modelling techniques. Secondly, the authors identify the most distinguishing discourses when comparing the two countries. Findings The findings illustrate two ideal-types for conducting educational research: Singapore being more centralised, practically-oriented, quantitative and uncritical, whereas Sweden is decentralised, pluralistic, qualitative and critical in orientation. After having mapped out the prevailing topics among researchers working in these locations, the authors connect these findings to larger debates on rivalling knowledge traditions in educational scholarship, the role of the state and the degree of autonomy within higher education. Originality/value Through large scale text mining techniques, researchers have begun to explore the semantic composition of various research fields such as higher education research, research on lifelong learning, or social science studies. However, the bibliometric method has also been criticised for creating “mega-national comparisons” that suffer from a lack of understanding of the national ramifications of various research pursuits. The authors’ study addresses these shortcomings and provides a rich depiction of educational research in Singapore and Sweden. It zooms in on the relationship between each country's institutional histories, research priorities and semantic output.

Purpose This paper aims to trace the evolution of two initiatives – the direct subsidy scheme and independent schools initiative – their genesis, rationale, current form and take‐up rate. It also analyses them as education reforms in terms of policymaking dynamics. The very notion of the term “privatization” will be examined. Design/methodology/approach The article examines the two school privatization schemes in Hong Kong and Singapore, by putting into perspective a discussion of their policy implications, thereby reflecting on their similarities and differences in their agenda, implementation and implications. Findings The findings indicate that the DSS and independent school schemes in both Hong Kong and Singapore are in line with the global trends of privatization. It is suggested that the governments of the two places have adopted different approaches in the implementations of their schemes. Originality/value The paper shows how the direct subsidy scheme and independent schools initiative represent attempts over the past two decades by the governments of Hong Kong and Singapore, respectively to promote school privatization.