Social Studies for Singapore Teachers

...a one-stop Social Studies resource portal for Singapore Teachers

  • Increase font size
  • Default font size
  • Decrease font size
Home » Research » List of Journals & Articles » Social Studies Journal Articles

Social Studies Journal Articles

E-mail Print PDF
Article Index
Social Studies Journal Articles
Page 2
Page 3
Page 4
All Pages

The articles below provide a good overview of the research that have been conducted on citizenship and social studies education in Singapore by scholars.  


Adler, S., & Sim, J. B.-Y. (2008). Secondary social studies in Singapore: Intentions and contradictions. In D. L. Grossman & J. T.-Y. Lo (Eds.), Social education in Asia: Critical issues and multiple perspectives (pp. 163-182). Charlotte, NC: Information Age Publishing.


Baildon, M. (2009). "Being rooted and living globally": Singapore's imagined communities and identities through the prism of educational innovation. In Ismail, R., Shaw, B., & Ooi, G.L. (2009). Southeast Asian Culture and Heritage in a Globalising World. U.K.: Ashgate.


Baildon, M. & Sim, J. B.-Y. (in press). The dilemmas of Singapore's National Education in the global society. In Reid, A., Gill, J., & Sears, A. (Eds.), Globalisation, the nation-state and the citizen: Dilemmas and Directions for Civics and Citizenship Education. New York: Routledge.


Baildon, M. C., & Sim, J. B.-Y. (2009). Notions of criticality: Singaporean teachers' perspectives of critical thinking in social studies. Cambridge Journal of Education, 39(4), 407-422.

ABSTRACT. In this article we explore the ways critical thinking is conceived by a group of Singaporean social studies teachers, what they see as its purposes as well as perceived constraints to critical thinking and teaching critical thinking in Singapore’s schools. Using a case study research design and constant comparative method we analysed data from teachers’ discussion board entries, observation notes and lesson artefacts from a Master’s class. Findings revealed three key tensions involving teaching critical thinking in an exam culture, uncertainty about what constitutes the ‘out-of-bound’, and the issue of professional identity. Each of these tensions intersected and interacted in dynamic ways for teachers and shaped the way they understand and practise critical thinking.

Ho, L.C. (2009). Global multicultural citizenship education: A Singapore experience. The Social Studies, 100(6), 285-293.

ABSTRACT. In a world that is, on the one hand, determined to sustain distinct national and group identities and, on the other hand, becoming increasingly globalized, interconnected and interdependent, social studies educators are regularly faced with the challenge of supporting diversity, creating a unified national community, and promoting global perspectives through education. This paper explores how the Singapore education system addresses these disparate goals through its national social studies curriculum for secondary schools, particularly through its use of international case studies. The Singapore social studies curriculum also serves as an interesting case study of how a national social studies curriculum has been shifted away from an exclusive focus on a nation-centric paradigm to one that is more globally oriented in nature, while still being firmly anchored to the nation-state and its priorities.