Diversity

Teaching Place, “Placing” the Learner: Understanding the Geographies of Place

"In this paper, I underscore the importance of “placing” the learner, or allowing them to engage in place-based learning activities to understand the concept of place. This is in support of arguments that hold place as open and fluid. Such a view of place is particularly relevant in this globalized age where transnationality characterizes many of our social relations. I draw on a place-based class activity that I did with my AAG10D (Singapore in Asia) students at the National Institute of Education (NIE) in Singapore in 2016 to emphasize the importance of place-based activities and their implications for understanding the geography of place. We focused on two translocal places in Singapore - Clarke Quay and Lucky Plaza - which are widely held as places for, respectively, expatriates and low-waged migrant workers. Such an activity allows students to experience the social interactions and processes that make up a place, and to recognize that place is not simply a location of things nor a container of human activities. Finally, I suggest that placing learners equips geography students with basic disciplinary knowledge that challenges them to think about being-in-the-world, which is what (human) geography is about."

Immigration, Population, and Foreign Workforce in Singapore: An Overview of Trends, Policies, and Issues

"Immigration has been a “hot button” issue in Singapore in recent years. This paper provides an overview of the key policies, trends, and issues relating to immigration, population, and foreign workforce in the city-state. The paper begins by looking at Singapore’s current immigration landscape, and then examines the city-state’s foreign manpower regime, which constitutes the institutional foundation for immigration to Singapore. The highly intertwined immigration and foreign labour policies are then explained along two fundamental underlying dimensions – economy and demography. The paper ends by looking at local grassroots society’s reactions to the influx of immigrants in recent times, and the ways in which the Singapore government has since tried to address such concerns."

Teaching Cultural Diversity and Sense of Identity in the Primary Two Social Studies Classroom in Singapore: Analysis and Critique

"According to Rose (2016), images display the world in particular ways through “made meanings” or representations that are socially and culturally constructed. Visual images form part of teaching resources used in classrooms and hence play an important role in the construction of knowledge for children. This paper examines how cultural diversity and identity are taught in Singapore in order to understand the extent to which it fosters or hinders the understanding of the complexities of cultural diversity and identity through a curriculum critique of the reader New Girl in Town which is used within Primary Two classrooms as a teaching resource for cultural appreciation. Through semiology as critical visual methodology, this study examines how dominant ideologies of cultural diversity and identity as defined by the state are represented and reinforced through the images presented in the reader. Key findings from this study highlight the implications of representing cultural diversity and identity as static and non-complex constructions of individuals and the extent to which it hinders the understanding of cultural diversity and identity."

Diversity: Approaches to building conceptual understanding in the Social Studies classroom

"With the heightened emphasis placed on students’ understanding of core content or key concepts in the 2016 Social Studies curriculum in secondary schools, it remains of utmost interest for the social studies teacher to revisit some of the key strategies and beliefs involved in building conceptual understanding in the classroom. This pedagogy was developed to strengthen students’ understanding and appreciation of key concepts and principles while encouraging them to apply these concepts to their understanding of the world around them. This article thus seeks to explore the various pedagogical beliefs, instructional strategies and challenges that would be applicable for the classroom teacher in the conduct of the new Social Studies syllabus. For the purpose of this article, we will be touching on the concept of diversity to anchor our discussions. Having a good grasp of the key concept of diversity is an essential part of students' learning as this concept forms the building blocks for gaining a better understanding about the issue on ‘Living in a Diverse Society’."

The “New” Multiculturalism: National and Educational Perspectives

"As a self-ascribed “multiracial nation” Singapore has risen to the challenge of managing diversity through its official “Multicultural, Multiracial, Multireligious and Multilingual” (4Ms) components of nation building. The mantra of “unity within diversity,” prompted by economic and political pragmatism rather than a more nuanced understanding of diversity itself, co-opted the education system as a part of societal governance and management. “Comfortable,” yet at times questionable, notions of how diversity was understood, presented and executed in schools dominated the institutionalised narratives prior to more recent seismic changes and challenges which are now compelling the nation to consider the fuller complexity of what diversity or multiracialism/multiculturalism actually entails. "

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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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