Engendering a culture of thinking in a culture of performativity: the challenge of mediating tensions in the Singaporean educational system

Abstract

Among the major policies that have been implemented to ensure its continued success, Thinking Schools, Learning Nation (TSLN) has been described as the ‘big bang of educational reforms’ in Singapore. However, while the policy aims to develop critical thinkers in school leavers, the corporatisation of education in the shape of structures such as the school excellence model seems to be at odds with TSLN. This paper argues that these structures unwittingly engender a culture of performativity among schools, marginalising the central outcome of its initiative that entails developing a culture of thinking and thinkers. The tension is further exacerbated by the larger rationalities that have shaped Singapore and the pragmatic and instrumental philosophy which underpins its educational system. The tensions generated by the clash between intended (culture of thinking) and engendered culture (culture of performativity) present the challenge of mediation for the system on its path to realising TSLN.

Keywords:

• Critical thinking
• culture of thinking
• performativity
• curriculum implementation
• Thinking Schools
• Singaporean education

Notes

1. The General Paper (GP) is an English Language subject taken at the Cambridge Advanced Level Examination. Except for a minority of students who opt for the subject Knowledge and Inquiry (KI) in lieu of GP, GP is a compulsory subject for all other junior college or pre-university students. While GP primarily assesses candidates’ English proficiency, it also takes into account their ability to articulate views and knowledge of current regional and global issues. Candidates sit for two papers at the examination — the essay writing and comprehension components. Thus, excelling in GP requires students to possess adequate critical thinking abilities, current affairs knowledge as well as English proficiency.

2. The SEM is a self-assessment model for schools based on various quality models used by business organisations. It aims to provide an objective manner to identify and measure a school’s strengths and areas for improvement and benchmarking against similar schools, stimulating improvement activities that can positively impact the overall quality of the school and ultimately the quality of the education system. Linked to the SEM is the Masterplan of Awards (MoA) for schools. There are three levels of awards. The first level comprises the Achievement Awards given to schools each year for the current year’s achievements. The second level comprises the Best Practices Award (BPA), and the Sustained Achievement Award (SAA). At the apex of the awards is the School Excellence Award (SEA), which gives recognition to schools for excellence in education processes and outcomes. Schools may also apply for the Singapore Quality Award (SQA) just like any other industrial or commercial sector organisations. (Ng, 2003)