Reyes, Vicente

Gopinathan, S

2015

This article critically examines the sense-making processes of key stakeholders of Singapore's education: a historically dominant city-state, highly-qualified teachers, and high-performing students. The article interrogates the Teaching Schools Learning Nation policy initiative deployed toward achieving a knowledge-based economy. The article uses micropolitics in exploring issues that stakeholders face in the midst of globalization. Findings from research at the Centre for Research in Pedagogy and Practice at the National Institute of Education support key arguments. In exploring sense-making processes, the article uncovers paradoxical interpretational responses of stakeholders implementing the Teaching Schools Learning Nation policy, providing a critique of the city-state's knowledge-based economy ambitions.

International Journal of Educational Reform, 24(2), p. 136-159

2631-9675

1056-7879

https://hdl.handle.net/1959.11/16585

en

Scarecrow Press, Inc

A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders

Journal Article

Publication