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The enactment of the policy initiative for critical thinking in Singapore schools
Citation
Tan, C. (2017). The enactment of the policy initiative for critical thinking in Singapore schools. Journal of Education Policy, 32(5), 588-603. https://doi.org/10.1080/02680939.2017.1305452
Author
Tan, Charlene
Abstract
This article examines the enactment of the policy initiative to promote critical thinking in Singapore schools from the perspectives of educators in Singapore. It is argued that teachers in Singapore are not passive recipients or mere implementers of top-down policy decisions. Rather, they enact the policy initiative by making sense of, negotiating, influencing and capitalising on their unique conditions to achieve their goals and juggle multiple demands. Three research findings are discussed in this article. First, the teachers mediate the policy process through their interpretations of critical thinking and cognisance of the socio-cultural challenges they face. Secondly, they recontextualise the policy initiative by adopting a skillsfocused conception of critical thinking in the form of the infusion cum discipline-specific approach. Thirdly, they apply correlative thinking by combining didactic teaching with active student participation in their dual desire to foster critical thinking and prepare their students for the high-stakes exam. This study extends the existing research on policy eenactment by identifying and illustrating manifestations of active appropriation in an Asian context.
Date Issued
2017
Publisher
Taylor & Francis
Journal
Journal of Education Policy