Leonel Lim
Datos Biográficos
| ID | 3701237 |
|---|---|
| NOMBRE | Leonel Lim |
| NOMBRES | Leonel |
| APELLIDO | Lim |
| FIRMA | LIM L |
| AFILIACIONES | Nanyang Technological University |
| ORCID | 0000-0002-2497-3734 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 45 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 5 |
Seeing families as policy actors
Empirical policy analyses have hitherto largely focused on how formal institutions and agents (such as schools and ministries) formulate and enact policy. Less considered is the role and perspectives of families in mediating education policy. This paper discusses the importance of viewing families as not only policy subjects, but policy actors who play important roles in negotiating education policy reform. In the Singapore context, as in many co…
Diversity, difference, equity
Diversity is a socially constructed idea where differences are assigned values that are in turn shaped by local socio-political exigencies and narratives. Interpretations of diversity in Anglo-Saxon contexts tend to revolve around identity markers, such as race, gender, (dis)abilities and nationalities. Looking beyond Anglo-Saxon contexts, this paper examines how teachers in Singapore understand student diversity through their practices of differ…
Meritocracy, policy and pedagogy
Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in whic…
Culturally relevant pedagogy
The politics of curriculum reforms in Asia
In recent decades, nations across Asia have gone through – indeed are going through – massive social, economic, and political transitions (Bell & Li, 2013; Chua, 2010; Lim & Apple, 2016). Governed
Culture, pedagogy and equity in a meritocratic education system
Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students’ cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks. Most prominently articulated in the US by Ladson-Billings in her study of the culturally relevant pedag…
Regulating the unthinkable
Drawing upon Bernstein’s writings on the pedagogic device, this article examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization. The potential of critical thinking to speak to alternative possibilities and notions of individual autonomy as well as its assumptions of a liberal arrangement of society are problematized in Singapore. By documenting how such curricular discourses are articulated by…
The Strong State and Curriculum Reform
Apple) Section One: Ideology and the Strong State: The Tensions and Limits of State Curricular Control 4. Chapter 2: Global City, Illiberal Ideology: Curriculum Control and the Politics of Pedagogy in Singapore (Leonel Lim) 5. Chapter 3: Strong State Politics of the National History Curriculum and Struggles for Knowledge, Ideology, and Power in South Korea (Mi Ok Kang) 6. Chapter 4: Unintended Hegemonic Effects: Institutional Incorporation of Chi…
Globalization, the strong state and education policy
Much of the scholarship around the workings of education policy has focused on the global West and has taken for granted the state’s limited abilities in the control of policies as both text and discourse. Drawing upon policy texts from the Singapore Ministry of Education and ethnographic data collected in a Singapore school, this paper explores the enlarged but by no means unproblematic role of strong states and their provision and regulation of…
Knowledge, Control and Critical Thinking in Singapore
This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed "pedagogic recontextualization". The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore's socio-political climate. By examining how such curricular discourses…
Analysing meritocratic (in)equality in Singapore
In this article I first discuss how in Singapore the concept of meritocracy captures both elitist and egalitarian aspirations, and the ways in which its education policies have for a long time vacillated between these conflicting dimensions. I then argue that critical studies of meritocracy need to go beyond an understanding of the term as an inherently unstable concept instantiated problematically in policy and practice. Rather, as I develop the…
Elite rationalities and curricular form
While much of the critical scholarship around elite schooling has focused on the students who attend elite institutions, their social class locations, privileged habituses and cultural capital, this paper foregrounds curricular form itself as a central mechanism in the (re)production of elites. Using Basil Bernstein's conceptual framework of pedagogic codes, this paper depicts how one of the most high-status forms of school knowledge – critical t…
Ideology, rationality and reproduction in education
In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class commitments are (re-)produced in the forms of thinking that are valued in schools and societies. Through a nuan…
Critical thinking and the anti-liberal state
In concert with Singapore's ambitions of a global city well engineered to the human capital needs of the transnational knowledge economy, its schools in recent years have emphasized the teaching of critical thinking. Such efforts, however, are not without tensions and contradictions. Given that such a curricular ideal is underpinned by liberal discourses of democracy and autonomy, what form does it assume in a dominant one-party state with a deli…
Globalization, the strong state and education policy
Much of the scholarship around the workings of education policy has focused on the global West and has taken for granted the state’s limited abilities in the control of policies as both text and discourse. Drawing upon policy texts from the Singapore Ministry of Education and ethnographic data collected in a Singapore school, this paper explores the enlarged but by no means unproblematic role of strong states and their provision and regulation of…
Elite rationalities and curricular form
While much of the critical scholarship around elite schooling has focused on the students who attend elite institutions, their social class locations, privileged habituses and cultural capital, this paper foregrounds curricular form itself as a central mechanism in the (re)production of elites. Using Basil Bernstein's conceptual framework of pedagogic codes, this paper depicts how one of the most high-status forms of school knowledge – critical t…
The politics of curriculum reforms in Asia
In recent decades, nations across Asia have gone through – indeed are going through – massive social, economic, and political transitions (Bell & Li, 2013; Chua, 2010; Lim & Apple, 2016). Governed
Ideology, rationality and reproduction in education
In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class commitments are (re-)produced in the forms of thinking that are valued in schools and societies. Through a nuan…
Critical thinking and the anti-liberal state
In concert with Singapore's ambitions of a global city well engineered to the human capital needs of the transnational knowledge economy, its schools in recent years have emphasized the teaching of critical thinking. Such efforts, however, are not without tensions and contradictions. Given that such a curricular ideal is underpinned by liberal discourses of democracy and autonomy, what form does it assume in a dominant one-party state with a deli…
Analysing meritocratic (in)equality in Singapore
In this article I first discuss how in Singapore the concept of meritocracy captures both elitist and egalitarian aspirations, and the ways in which its education policies have for a long time vacillated between these conflicting dimensions. I then argue that critical studies of meritocracy need to go beyond an understanding of the term as an inherently unstable concept instantiated problematically in policy and practice. Rather, as I develop the…
Meritocracy, policy and pedagogy
Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in whic…
Culturally relevant pedagogy
Culture, pedagogy and equity in a meritocratic education system
Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students’ cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks. Most prominently articulated in the US by Ladson-Billings in her study of the culturally relevant pedag…
Ideology, rationality and reproduction in education
In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class commitments are (re-)produced in the forms of thinking that are valued in schools and societies. Through a nuan…
Critical thinking and the anti-liberal state
In concert with Singapore's ambitions of a global city well engineered to the human capital needs of the transnational knowledge economy, its schools in recent years have emphasized the teaching of critical thinking. Such efforts, however, are not without tensions and contradictions. Given that such a curricular ideal is underpinned by liberal discourses of democracy and autonomy, what form does it assume in a dominant one-party state with a deli…
Knowledge, Control and Critical Thinking in Singapore
This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed "pedagogic recontextualization". The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore's socio-political climate. By examining how such curricular discourses…
Analysing meritocratic (in)equality in Singapore
In this article I first discuss how in Singapore the concept of meritocracy captures both elitist and egalitarian aspirations, and the ways in which its education policies have for a long time vacillated between these conflicting dimensions. I then argue that critical studies of meritocracy need to go beyond an understanding of the term as an inherently unstable concept instantiated problematically in policy and practice. Rather, as I develop the…
Elite rationalities and curricular form
While much of the critical scholarship around elite schooling has focused on the students who attend elite institutions, their social class locations, privileged habituses and cultural capital, this paper foregrounds curricular form itself as a central mechanism in the (re)production of elites. Using Basil Bernstein's conceptual framework of pedagogic codes, this paper depicts how one of the most high-status forms of school knowledge – critical t…
The Strong State and Curriculum Reform
Apple) Section One: Ideology and the Strong State: The Tensions and Limits of State Curricular Control 4. Chapter 2: Global City, Illiberal Ideology: Curriculum Control and the Politics of Pedagogy in Singapore (Leonel Lim) 5. Chapter 3: Strong State Politics of the National History Curriculum and Struggles for Knowledge, Ideology, and Power in South Korea (Mi Ok Kang) 6. Chapter 4: Unintended Hegemonic Effects: Institutional Incorporation of Chi…
Globalization, the strong state and education policy
Much of the scholarship around the workings of education policy has focused on the global West and has taken for granted the state’s limited abilities in the control of policies as both text and discourse. Drawing upon policy texts from the Singapore Ministry of Education and ethnographic data collected in a Singapore school, this paper explores the enlarged but by no means unproblematic role of strong states and their provision and regulation of…
Regulating the unthinkable
Drawing upon Bernstein’s writings on the pedagogic device, this article examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization. The potential of critical thinking to speak to alternative possibilities and notions of individual autonomy as well as its assumptions of a liberal arrangement of society are problematized in Singapore. By documenting how such curricular discourses are articulated by…
Meritocracy, policy and pedagogy
Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in whic…
Culturally relevant pedagogy
The politics of curriculum reforms in Asia
In recent decades, nations across Asia have gone through – indeed are going through – massive social, economic, and political transitions (Bell & Li, 2013; Chua, 2010; Lim & Apple, 2016). Governed
Culture, pedagogy and equity in a meritocratic education system
Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students’ cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks. Most prominently articulated in the US by Ladson-Billings in her study of the culturally relevant pedag…
Diversity, difference, equity
Diversity is a socially constructed idea where differences are assigned values that are in turn shaped by local socio-political exigencies and narratives. Interpretations of diversity in Anglo-Saxon contexts tend to revolve around identity markers, such as race, gender, (dis)abilities and nationalities. Looking beyond Anglo-Saxon contexts, this paper examines how teachers in Singapore understand student diversity through their practices of differ…
Seeing families as policy actors
Empirical policy analyses have hitherto largely focused on how formal institutions and agents (such as schools and ministries) formulate and enact policy. Less considered is the role and perspectives of families in mediating education policy. This paper discusses the importance of viewing families as not only policy subjects, but policy actors who play important roles in negotiating education policy reform. In the Singapore context, as in many co…
Political science (12 obras) · Sociology (12 obras) · Global Education and Multiculturalism (11 obras) · Pedagogy (11 obras) · Socioeconomic Development in Asia (11 obras) · Politics (10 obras) · Curriculum (7 obras) · Global Educational Policies and Reforms (7 obras) · Law (7 obras) · Social science (7 obras)