Curriculum

A Space for Social Justice in Geography Education?

"The push for more attention on social justice in geography education has gained a stronger sense of urgency and greater coherence in recent decades. This has occurred in tandem with increasing attention paid by geographers to what this discipline, perceived by some as inherently concerned with injustice and disparity (Smith, 1994; Merrett, 2000), can do to contribute to a more equitable world. This push for what Kirman (2003) termed as “transformative geography” (p. 93) in education calls for teachers to introduce students to the geographical aspects of social justice and focus on how these issues are located at a number of interconnected geographic scales (local, regional, state and international). This will allow students to practice the “discipline of geography for the well-being of people and the environment in order to improve the world” (p. 93). "

A Postmodern Analysis of a Primary 5 Social Studies Chapter

"Postmodern theory helps us examine how and why particular pasts are constructed, legitimated and disseminated (Segall, 2006). Postmodern theory includes deconstructionism, whereby meaning and values are constructed using binary oppositions that represent certain ideologies and the role of power in the society to privilege certain terms over others (Khezerloo, 2010). In this article, I use postmodern theory to analyze the Primary 5 Social Studies chapter, “Singapore’s Journey to Self-Government.” I focus on the binary opposites presented in the text, the relevant political and social contexts, and the language used to persuade readers. "

Advancing a Framework for Climate Change Education in Singapore Through Teacher Professional Development

"Cities like Singapore have implemented numerous planning norms and policies that are aimed at addressing rapid urbanization. These efforts, however, have largely been state-driven and state-led. In other words, important behavioral norms such as the reduction of consumption of materials and energy have not necessarily been inculcated or accepted (Ministry of Environment and Water Resources, Singapore, 2008). For instance, while there have been many public events and campaigns through mass media aimed at raising awareness, such campaigns only galvanize a small portion of the population to change their behavior in order to mitigate climate change. Schools, however, provide a favorable environment whereby environmental measures such as recycling activities can be put in place to promote positive attitudes and behaviors toward climate change. Formal lessons, in addition, can help to reinforce the concept of climate change and this in turn may influence students’ knowledge, attitude, and behavior towards climate change. "

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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