Citations (19)
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Read on this site (16)
Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
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Gideon Dishon & Tal Gilead. (2021) ADAPTABILITY AND ITS DISCONTENTS: 21ST-CENTURY SKILLS AND THE PREPARATION FOR AN UNPREDICTABLE FUTURE. British Journal of Educational Studies 69:4, pages 393-413.
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Li-Ching Ho. (2021) ‘Our students do not get that equal chance’: teachers’ perspectives of meritocracy. Cambridge Journal of Education 51:2, pages 173-193.
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Suzanne S. Choo. (2020) Examining models of twenty-first century education through the lens of Confucian cosmopolitanism. Asia Pacific Journal of Education 40:1, pages 20-34.
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Geraldine Mooney Simmie & Silvia Edling. (2019) Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden. Discourse: Studies in the Cultural Politics of Education 40:6, pages 832-846.
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Esa Syeed. (2018) Conflict between covers: Confronting official curriculum in Indian textbooks. Curriculum Inquiry 48:5, pages 540-559.
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Suzanne S. Choo. (2018) Approaching twenty-first century education from a cosmopolitan perspective. Journal of Curriculum Studies 50:2, pages 162-181.
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Csilla Weninger. (2018) A contextual critique of critical literacy: Freirean ‘generative themes’ and their impact on pedagogic practice. Discourse: Studies in the Cultural Politics of Education 39:1, pages 84-97.
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Liang See Tan, Elizabeth Koh, Shu Shing Lee, Letchmi Devi Ponnusamy & Keith Chiu Kian Tan. (2017) The complexities in fostering critical thinking through school-based curriculum innovation: research evidence from Singapore. Asia Pacific Journal of Education 37:4, pages 517-534.
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Csilla Weninger. (2017) The “vernacularization” of global education policy: media and digital literacy as twenty-first century skills in Singapore. Asia Pacific Journal of Education 37:4, pages 500-516.
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Leonel Lim. (2017) Regulating the unthinkable: Bernstein’s pedagogic device and the paradox of control. International Studies in Sociology of Education 26:4, pages 353-374.
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Mohammad Akshir Ab Kadir. (2017) Engendering a culture of thinking in a culture of performativity: the challenge of mediating tensions in the Singaporean educational system. Cambridge Journal of Education 47:2, pages 227-246.
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Leonel Lim. (2016) Globalization, the strong state and education policy: the politics of policy in Asia. Journal of Education Policy 31:6, pages 711-726.
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Mohammad Akshir Ab Kadir. (2016) Critical thinking and learner diversity in the Australian Curriculum: implications and epistemological tensions. International Journal of Pedagogies and Learning 11:3, pages 225-237.
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Leonel Lim. (2016) Analysing meritocratic (in)equality in Singapore: ideology, curriculum and reproduction. Critical Studies in Education 57:2, pages 160-174.
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Leonel Lim. (2015) Critical thinking, social education and the curriculum: foregrounding a social and relational epistemology. The Curriculum Journal 26:1, pages 4-23.
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Articles from other publishers (3)
Luis Fernando Santos Meneses. (2020) Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions. Thinking Skills and Creativity 35, pages 100610.
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Charlene Tan. (2017) Teaching critical thinking: Cultural challenges and strategies in Singapore. British Educational Research Journal 43:5, pages 988-1002.
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Shankar Selvam & Ganga Sudhan. (2019) Aspiring to Be Ultras - An Analysis of Unofficial Fan Groups of S. League Clubs. SSRN Electronic Journal.
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