Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22367
Title: 
Authors: 
Subjects: 
Meritocracy
Politics of education
Culture, pedagogy
Nancy Fraser
Singapore
Issue Date: 
2020
Citation: 
Lim, L., & Tan, M. (2020). Meritocracy, policy and pedagogy: Culture and the politics of recognition and redistribution in Singapore. Critical Studies in Education, 61(3), 279-295. https://doi.org/10.1080/17508487.2018.1450769
Abstract: 
Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in which in an ostensibly meritocratic education system, teachers interpret and negotiate ideas about culture to engage their students in the system’s low-progress tracks. We argue that these teachers are creatively resisting, even challenging official discourses of meritocracy and engaging in what Nancy Fraser calls struggles over recognition and redistribution.
Description: 
This is the final draft, after peer-review, of a manuscript published in Critical Studies in Education. The published version is available online at https://www.tandfonline.com/doi/abs/10.1080/17508487.2018.1450769
URI: 
ISSN: 
1750-8487 (print)
1750-8495 (online)
DOI: 
Project number: 
OER 16/15 LTW
Funding Agency: 
National Institute of Education (NIE), Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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