Now showing 1 - 10 of 12
  • Publication
    Open Access
    Translating productive failure in the Singapore A-level statistics curriculum
    (National Institute of Education (Singapore), 2018) ;
    Chua, Lai Choon
    ;
    Kapur, Manu
    ;
    Lam, Rachel Jane
    ;
    ;
      374  283
  • Publication
    Open Access
    National survey of literature teachers’ beliefs and practices
    (National Institute of Education (Singapore), 2020) ; ; ;
    Meenakshi Palaniappan
    ;
    Ismath Beevi
    ;
    Nah, Dominic
      437  305
  • Publication
    Metadata only
    ‘Where are we?’: The ghost as interrogative haunting in the others
    (Intellect, 2024)

    The ghost raises fundamental questions of reality, identity and epistemology. The ghost is the shadow image of otherness that threatens our notions of life, humanity and permanence by intimating that if death is permanent and the afterlife eternal, then perhaps it is our present tangible reality that is the simulacrum. The ghost interrogates the quotidian, not vice versa. The fetishization, aesthesizing and ritualizing of death in the Gothic aims consistently to defer the final definitive ending of death and the state of non-existence. As a memento mori, ghosts remind us that our ruminations of death are not morbid, but life-affirming. This article will explore the depiction of the afterlife in The Others (Amenábar 2001) in which the living are simulations of the dead and vice versa. Unlike the typical horror movie, the predominant discourse of The Others is a postmodern interrogation of belief, truth and doctrine. The haunted house is an in-between land of purgatory, a death space of self-loss and separation that plays out in the conflict between religion and the supernatural. The questions with which the films ends – ‘What does all this mean? Where are we?’ – is not just a geographical question, but an ontological one. The interrogation of Biblical narratives causes the audience to evaluate the reliability of the discourse of established religion and its doctrine of the afterlife. By defying audience expectations of the generic conventions of the ghost story, the movie relies on the viewer’s faith that what we see on-screen is real, when this cinematic reality is as deceptive as seeing dead people artificially propped up to appear alive. Suspended between being and nothingness, both absent and present, the ghost is a metaphor for the simulacrum of film. The cinematic thus serves as the Other by which the real can be defined.

      32
  • Publication
    Restricted
    Cultivating cosmopolitan virtues through critical, aesthetic and ethical engagements with literature
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Throughout the world today, governments and policymakers stress the urgent need to educate students for the volatile, uncertain, complex, and ambiguous conditions of the twenty-first century. The quest to prepare students for the twenty-first century has raised the question of the role of Literature education in cultivating key skills and dispositions necessary to address the ethical impetus of globalization.
      17  72
  • Publication
    Open Access
    The challenge of cultivating national and cosmopolitan identities through literature: Insights from Singapore schools
    Since the late 20th century, scholars have called for a need to broaden the aims of teaching English Literature away from its Eurocentric focus. Much effort has also been invested in making the subject more relevant through diversifying the texts studied and connecting texts to current social and global issues. It is pertinent now to ask what the significant role of Literature is in a globally interconnected age. In particular, what do teachers believe are key philosophical objectives of teaching literature, and how does this influence the texts they select, the instructional strategies they employ, and the values they seek to cultivate in the classroom? In this article, we report on the first National Survey of Literature Teachers’ Beliefs and Practices in Singapore schools. First, we review four key pedagogical movements that have underpinned the teaching of literature in schools around the world: New Criticism, Reader-Response Criticism, Poststructuralist Criticism, and Ethical Criticism. These respectively represent four key constructs (text, reader, culture, and other) used in the design and analysis of our survey instrument. Next, we report on the survey findings, focusing on Singapore as a barometer of current trends given its identity as an Anglophone country negotiating conflicting global and postcolonial identities with an education system that inhabits colonial traditions. We highlight key tensions arising from the impetus to develop national and cosmopolitan identities through Literature, and reflect on the implications for future directions in teaching.
    Scopus© Citations 3  91  227
  • Publication
    Embargo
    Singlish in focus: A personal view from Downstairs
    (Taylor & Francis, 2024)
    The status of Singlish in Singapore media is a site of conflict between the government and the populace. Linguistic control in Singapore, as a strategy for managing national identity and cohesion, is not new. However, understanding the regulation of Singlish in television and cinema elucidates the media’s role in Singapore’s language policy. Singlish validates the lived experience of Singaporeans in media representations, yet the government discourages its use. This paper examines the language use in the first two seasons of the adult animated series Downstairs (Han) to explore Singlish’s role in local media as a conduit of cohesion, division and transgression. Brief comparisons are made to three prominent movies released in the same period: A Land Imagined (Yeo), A Long Long Time Ago 3: Diam Diam Era and A Long Long Time Ago 4: Diam Diam Era 2 (Neo). Singlish neutralizes identity markers like ethnicity, culture and nationality but emphasizes boundaries of class, education and perceived success. Singlish, as a language of disempowerment and marginalization, symbolizes anti-establishment attitudes and solidarity against English-speaking status. Downstairs demonstrates how language differentiates class, expresses cultural values and addresses social issues, empowering its satire in interrogating the typical Singapore experience.
      47  71
  • Publication
    Open Access
      279  1744
  • Publication
    Metadata only
    Teaching from the heart: An evaluation of award-winning teachers in Singapore
    The Inspiring Teacher of English Award and the President’s Award for Teachers are national awards that recognize outstanding Singapore educators. This paper delves into the practices and philosophies of six award-winning teachers, unravelling the intricacies that distinguish their pedagogical approaches. The study is centred around three pivotal themes: Student-centred instructional approach, Optimization of Curriculum Materials, and Heart for students. The teaching philosophy undergirds and informs the other two themes, providing the guiding principles that ensure a consistent, student-centred, and resource-effective approach in the classroom. Highlighting the adaptability of these educators in tailoring their methods to individual student needs, the paper emphasizes the significance of a sound educational philosophy as their guiding principle. Furthermore, it explores the adept integration of curriculum materials in their teaching. This analysis offers valuable insights into the unique qualities and teaching methodologies that contribute to the success of award-winning teachers, providing a nuanced understanding of their contribution to educational excellence. Additionally, this analysis suggests significant implications for teacher education and in-service professional development, highlighting the need for programmes that foster these key attributes and approaches, thereby enhancing teacher effectiveness and student learning outcomes across educational settings.
      56
  • Publication
    Open Access
      176  166