References
- Albright, J., & Kramer-Dahl, A. (2009). The legacy of instrumentality in policy and pedagogy in the teaching of English: The case of Singapore. Research Papers in Education, 24(2), 201–222.
- Alviar-Martin, T., & Ho, L.-C. (2011). ‘So, where do they fit in?’ Teachers’ perspectives of multi-cultural education and diversity in Singapore. Teaching and Teacher Education, 27(1), 127–135.
- Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206.
- Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
- Banks, J. A., & Banks, C. A. M. (2010). Multicultural education: Issues and perspectives. Hoboken, NJ: John Wiley & Sons.
- Barr, M. D. (2006). The charade of meritocracy. Far Eastern Economic Review, 169(8), 18–22.
- Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71(2), 171–217.
- Berthelsen, D., & Karuppiah, N. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australasian Journal of Early Childhood, 36(4), 38–42.
- Bhowmik, M. K., Kennedy, K. J., & Hue, M. T. (2018). Education for all – but not Hong Kong’s ethnic minority students. Race Ethnicity and Education, 21(5), 661–679.
- Castro, A. J. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198–210.
- Chang, B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781–803.
- Chang, I. (2017). Multicultural education in Korea. In W. T. Pink & G. W. Noblit (Eds.), Second international handbook of urban education (pp. 173–193). Cham: Springer.
- Chua, B. H. (2003). Multiculturalism in Singapore: An instrument of social control. Race & Class, 44(3), 58–77.
- Chua, M. H. (2018, June 3). Class divide: Singapore in danger of becoming academic aristocracy. The Straits Times. Retrieved from https://www.straitstimes.com/opinion/class-divide-singapore-in-danger-of-becoming-academic-aristocracy
- Department of Statistics. (2019). Singapore population and population structure statistics. Retrieved from https://www.singstat.gov.sg/
- Doerr, N. M. (2020). Introduction: Borders, Japan, and global education. In N. M. Doerr (Ed.), The global education effect and Japan: Constructing new borders and identification practices (pp. 3–32). London: Routledge.
- Dunne, M., & Gazeley, L. (2008). Teachers, social class and underachievement. British Journal of Sociology of Education, 29(5), 451–463.
- Department of Statistics Singapore. 2018. ‘Population and Population Structure’. Government of Singapore. https://www.singstat.gov.sg/find-data/search-by-theme/population/population-and-population-structure/latest-data
- Fraser, N. (2003). Rethinking recognition: Overcoming displacement and reification in cultural politics. In B. Hobson (Ed.), Recognition struggles and social movements: Contested identities, agency and power (pp. 21–32). Cambridge: Cambridge University Press.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
- Ghosh, R. (2018). Multiculturalism in a comparative perspective: Australia, Canada and India. Canadian Ethnic Studies, 50(1), 15–36.
- Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson Higher Ed.
- Gopinathan, S., & Mardiana, A. B. (2013). Globalization, the state and curriculum reform. In Globalization and the Singapore curriculum (pp. 15–32). Singapore: Springer.
- Hall, S. (1992). The West and the rest: Discourse and power. In S. Hall & B. Gieben (Eds.), Formations of Modernity (pp. 275–332). Cambridge: Polity.
- Hatch, A. J. (2002). Doing qualitative research in education settings. New York, NY: SUNY Press.
- Heng, M. A., & Fernandez, L. (2016). Re-examining differentiation: Big ideas and misguided notions curriculum leadership by middle leaders (pp. 116–136). Abingdon: Routledge.
- Heng, T. T., & Song, L. (in press). At the intersection of educational change and borrowing: Teachers implementing learner-centred education in Singapore. COMPARE: A Journal of Comparative and International Education. https://doi.org/https://doi.org/10.1080/03057925.2021.1910014
- Heng, T. T., Song, L., & Tan, K. H. K. (2021). Understanding the interaction of assessment, learning and context: Insights from Singapore. Educational Research, 63(1), 65–79.
- Heng, T. T., & Song, L. A. (2020). proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595–622.
- HistorySG. (2014). Launch of National Education: 17 May 1997. Retrieved from http://eresources.nlb.gov.sg/history/events/44fa0306-ddfe-41bc-8bde-8778ff198640
- Ho, L. C. (2020). ‘Our students do not get that equal chance’: Teachers’ perspectives of meritocracy. Cambridge Journal of Education, 1–21. doi:https://doi.org/10.1080/0305764X.2020.1796927
- Ho, L.-C. (2009). Global multicultural citizenship education: A Singapore experience. The Social Studies, 100(6), 285–293.
- Hogan, D., Chan, M., Rahim, R., Kwek, D., Maung Aye, K., Loo, S. C., … Luo, W. (2013). Assessment and the logic of instructional practice in Secondary 3 English and mathematics classrooms in Singapore. Review of Education, 1(1), 57–106.
- Hollinsworth, D. (2016). Unsettling Australian settler supremacy: Combating resistance in university Aboriginal studies. Race Ethnicity and Education, 19(2), 412–432.
- Jackson, L. (2018). Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum. In Y. K. Cha, S. H. Ham, & M. Lee (Eds.), Routledge handbook of multicultural education research in Asia Pacific (pp. 91–103). London: Routledge.
- Jacquet, M. (2008). The discourse on diversity in British Columbia public schools: From difference to in/difference. In D. Gérin-Lajoie (Ed.), Educators’ discourses on student diversity in Canada: Context, policy, and practices (pp. 51–80). Toronto: Canadian Scholars.
- Jiang, H. (2016). Revisiting individualism and collectivism: A multinational examination of pre-service teachers’ perceptions on student academic performances. Intercultural Education, 27(1), 101–110.
- Jo, J. Y., & Jung, M. (2017). Rethinking diversity in South Korea: Examining the ideological underpinnings of multicultural education policies and programs. In W. T. Pink & G. W. Noblit (Eds.), Second international handbook of urban education (pp. 195–212). Cham: Springer.
- Kallen, H. M. (1924). Culture and democracy in the United States. New York, NY: Boni & Liveright.
- Koh, A. (2014). Doing class analysis in Singapore’s elite education: Unravelling the smokescreen of ‘meritocratic talk’. Globalisation, Societies and Education, 12(2), 196–210.
- Kwek, D., Miller, R., & Manzon, M. (2019). ‘Bridges and ladders’: The paradox of equity in excellence in Singapore schools. In Equity in excellence (pp. 87–108). Singapore: Springer.
- Ladson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104–109.
- Ladson-Billings, G. J. (1999). Chapter 7: Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24(1), 211–247.
- Lawson, H., Boyask, R., & Waite, S. (2013). Construction of difference and diversity within policy and practice in England. Cambridge Journal of Educaton, 43(1), 107–122.
- Lian, K. F. (2016). Multiculturalism in Singapore: Concept and practice. In Multiculturalism, migration, and the politics of identity in Singapore (pp. 11–29). Singapore: Springer.
- Lim, L. (2013). Meritocracy, egalitarianism and elitism: A preliminary and provisional assessment of Singapore’s primary education review. Asia-Pacific Journal of Education, 33(1), 1–14.
- Lim, L., & Apple, M. W. (2015). Elite rationalities and curricular form: ‘Meritorious’ class reproduction in the elite thinking curriculum in Singapore. Curriculum Inquiry 45(5): 472–490.
- Lim, L., & Apple, M. W. (2016). The strong state and curriculum reform: Assessing the politics and possibilities of educational change in Asia. New York, NY: Routledge.
- 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.
- Lim, L., Tan, M., & Saito, E. (2019). Culturally relevant pedagogy: Developing principles of description and analysis. Teaching and Teacher Education: An International Journal of Research and Studies, 77(1), 43–52.
- Lingard, B., & Mills, M. (2007). Pedagogies making a difference: Issues of social justice and inclusion. International Journal of Inclusive Education, 11(3), 233–244.
- Loh, P. Y. (2014). Racial harmony day. Retrieved from https://eresources.nlb.gov.sg/infopedia/articles/SIP_965_2004-12-31.html
- Mathews, M. (2015). The state and implication of our differences: Insights from the IPS survey on race, religion and language. In Singapore perspectives 2014: Differences (pp. 107–141). Singapore: World Scientific.
- Mills, C. ( 2008). Making a difference: Moving beyond the superficial treatment of diversity [Article]. Asia-Pacific Journal of Teacher Education, 36(4), 261–275.
- Ministry of Education, Singapore. (2020). SkillsFuture for educators. Retrieved from https://www.moe.gov.sg/microsites/cos2020/skillfuture-for-educators.html
- Plano Clark, V. L., & Ivankova, N. V. (2017). Mixed methods research: A guide to the field (Vol. 3). Thousand Oaks, CA: Sage publications.
- Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214–247.
- Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
- Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender. New York, NY: Wiley New York.
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE.
- Swartz, E. (2009). Diversity: Gatekeeping knowledge and maintaining inequalities. Review of Educational Research, 79(2), 1044–1083.
- Tan, K. P. (2008). Meritocracy and elitism in a global city: Ideological shifts in Singapore. International Political Science Review, 29(1), 7–27.
- Tomlinson, C. A. (2001). How to differentiate in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
- Tsuneyoshi, R. (2018). Understanding multicultural Japan: Four frameworks. In Y. K. Cha, S. H. Ham, & M. Lee (Eds.), Routledge handbook of multicultural education research in Asia Pacific (pp. 188–200). London: Routledge.
- Yiu, L. (2019, April 6). Developing a harmony-based approach to student diversity: Multiculturalism in Taiwan’s schools. Toronto, Canada: American Educational Research Association.
- Yuan, M., Sude, W. T., Zhang, W., Chen, N., Simpson, A., & Dervin, F. (2020). Chinese minzu education in higher education: An inspiration for ‘western’ diversity education? British Journal of Educational Studies, 68(4), 461–486.