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https://hdl.handle.net/1959.11/16585
Title: | A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders | Contributor(s): | Reyes, Vicente (author); Gopinathan, S (author) | Publication Date: | 2015 | Handle Link: | https://hdl.handle.net/1959.11/16585 | Abstract: | 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. | Publication Type: | Journal Article | Source of Publication: | International Journal of Educational Reform, 24(2), p. 136-159 | Publisher: | Scarecrow Press, Inc | Place of Publication: | United States of America | ISSN: | 2631-9675 1056-7879 |
Fields of Research (FoR) 2008: | 130199 Education systems not elsewhere classified | Fields of Research (FoR) 2020: | 390399 Education systems not elsewhere classified | Socio-Economic Objective (SEO) 2008: | 930501 Education and Training Systems Policies and Development | Socio-Economic Objective (SEO) 2020: | 160205 Policies and development | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article |
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