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An analysis of the Singapore Social Studies Secondary curriculum

An analysis of the Singapore Social Studies Secondary curriculum. Does it meet the needs of a globalised world?. Outline. Kelly Introduction, summary of Merryfield Kehinde Ter Ling. Our question.

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An analysis of the Singapore Social Studies Secondary curriculum

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  1. An analysis of the Singapore Social Studies Secondary curriculum Does it meet the needs of a globalised world?

  2. Outline Kelly Introduction, summary of Merryfield Kehinde Ter Ling

  3. Our question • DOES THE SINGAPORE SOCIAL STUDIES CURRICULUM MEET THE GOALS DISCUSSED IN MERRYFIELD? INQUIRY INTO GLOBAL ISSUESSKILLS IN PERSPECTIVE CONSCIOUSNESS

  4. Merryfield Summary • “Worldmindedness: Taking off the Blinders” by Merry M. Merryfield, Joe Tin-Yau Lo, Sum Cho Po and Masataka Kasai. Journal of Curriculum and Instruciton, January 2008 • How to increase the efficacy of citizens in the 21st century. • Worldmindedness is when we think of “Us” as a world people and not just as a neighborhood or nation. Global minded citizens

  5. Teaching students about connectedness • Global interconnectedness and globalization • Growing interdependence • A need to increase awareness of one’s actions and how they affect the other global citizens. • Foreign is often seen as bizarre by ethnocentric and xenophobic groups • We must prepare today’s students to be worldminded citizens

  6. Worldminded citizens • Acceptance of different cultures • Concern with the world’s problems • Interconnectedness • World citizenship Lawthong (2003)

  7. Five elements of global education • Knowledge of global interconnectedness • Inquiry into global issues • Skills in perspective consciousness • Habits of the mind: Open mindedness, recognition, stereotypes and exotica • Cross-cultural experiences and intercultural competence

  8. Critique • Two goals in Merryfield that will be discussed • Inquiry into global issues • Skills in perspective consciousness • Curriculum document – aims and objectives • Materials – textbook • Pedagogical constraints – assessment, not live-long learning and time and expectations on schools/teachers don’t allow for this. Result-oriented – not intangible results. No risk taking or trying out new pedagogy. • Assessment – SBQ and SEQ may meet skills in perspective consciousness and not inquiry into global issues. Forced and artificial.

  9. Our focus

  10. Our focus • Inquiry into global issues • The Singapore Secondary Level Social Studies Curriculum covers global issues such as the Sri Lanka conflict, Northern Ireland and terrorism. We would like to go into more detail in this area. • Skills in perspective consciousness • We would like to discuss how to teach better understanding of the points of view of those who have no power to the Singapore student. Being affluent and free of most struggles, Singaporean students are not all aware of these perspectives and it is not covered in the secondary text book.

  11. Sources • “Worldmindedness: Taking off the Blinders” Merryfield, M., Tin-Yau Lo, J. , Sum Cho Po and Kasai, M. (2008) Journal of Curriculum and Instruction, January2008 • Lawthong (2003)

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