Mark Baildon
Biographic Data
| ID | 6457857 |
|---|---|
| NAME | Mark Baildon |
| GIVEN NAMES | Mark |
| FAMILY NAME | Baildon |
| SIGNATURE | BAILDON M |
| AFFILIATIONS | National Institute of Education |
| ORCID | 0000-0001-7366-0892 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Integrating aesthetic experience and inquiry-based learning
This study examined the relationships between teacher knowledge, beliefs, and practices of 40 Singapore primary school teachers who were teaching either music, visual arts, or social studies to investigate their enactment of inquiry-based curriculum in their subjects. The paper provides an Aesthetically Infused Inquiry-based Learning (AIIBL) framework that fuses aesthetic inquiry with inquiry-based learning to enhance students’ learning experienc…
How can we confront climate denial? Critical literacy+, eco‐civic practices, and inquiry
While scientific consensus about human‐caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco‐civic practices of deliberation, reflexivity, and counter‐narration to help investigate climate…
Responsive education in times of crisis
Time to negotiate Singapore’s meritocracy? Getting ready for the future of work and education
Singapore has prospered since independence by developing its human resources under a distinctly Singaporean meritocratic system. Recent developments in public discourse, and findings from interviews with leading Singaporean personalities, however, point towards the system’s increasing undesirability. Among other problems, our study participants blame the system for worsening class divisions in society; for damaging the mental well-being of studen…
Singapore Teachers’ perceptions of research in practice
Moving inquiry-based learning forward
The challenges of the 21st century place inquiry as a necessary pedagogical orientation to educate young people for the future. In Singapore, inquiry-based learning is a core feature in social studies and the humanities subjects (geography and history) and has been extended recently to curriculum in the arts. Its centrality in the education system has been well acknowledged by Singapore’s Ministry of Education. However, an examination of research…
Taming cosmopolitanism
This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argume…
Climate Justice Literacy
Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three inte…
A tale of two countries
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, ski…
Controversial History Education in Asian Contexts
Section 1: Settings 1. Introduction: Controversy, History, and History Education in Asia Loh Kah Seng, Mark Baildon, Ivy Maria Lim, Gul Inanc, and Junaidah Jaffar 2. Teaching Controversial Issues in the Classroom: The Exciting Potential of Disciplinary History Stuart Foster Section 2: Controversies in History Textbooks 3. The Battle Over Memory of the Nation: Whose National History? Helen Ting 4. The Other Side of Silence: Religion and Conflict i…
Geographies of online spaces and intercultural citizenship
In this article, we explore the potential of social media for production and distribution of ideas, public deliberation, and political participation, and as civil spaces and public platforms. We offer an analytical template for critically examining images, discursive structures, and multicultural civic participation promoted by websites aimed at diverse youth in Singapore. Focusing on the controversial issue of immigration, we examine how the iss…
Content Literacy for the 21st Century
This article makes the a case for conceptualizing content literacy, especially in social studies, as inquiry‐based social practices for understanding and addressing complex, multifaceted problems. Two core practices especially needed for a Web‐dominated 21st century are then described—excavation and elevation. Next, these two practices are applied to the complex, multifaceted problem of climate change to suggest ways teachers and students can use…
Social Studies as New Literacies in a Global Society
Social Studies as New Literacies in a Global Society
Introduction: Social Studies as Literacies for Living in a Global Society Part I: Reconceptualizing Social Studies: Frameworks and Tools 1. The Role of Social Studies in New Times 2. Teaching and Learning in Times: Challenges and Possibilities 3. Web-based Technology Tools to Guide Inquiry Part II: Exploring and Examining Challenges and Possibilities: Windows into Classrooms 4. Collaboratively Negotiating the Challenge of Locating Reliable, Reada…
Where We Read From Matters
Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point t…
How Do We Know
As reading continues to become governed by a spatial “logic of the image” rather than strictly a temporal or linear logic of written language (Kress, 2003 Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communications, 22(2), 224–261.[Crossref], [Web of Science ®] , [Google Scholar]), and readers increasingly engage with a range of Internet-based texts, a host of challenges ensue for educators and studen…
Negotiating epistemological challenges in thinking and practice
Examining Ways Readers Engage With Websites During Think‐Aloud Sessions
Findings from this study of how two pairs of eighth‐grade students each transacted with a website during think‐aloud sessions at the conclusion of a curricular unit on Mexico and migration highlight the ways the students engaged in three interrelated tasks: Identifying and making sense of “new” information Evaluating claims and evidence Considering ways to use the site in the writing of their own narrative While these findings represent ways that…
A tale of two countries
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, ski…
Geographies of online spaces and intercultural citizenship
In this article, we explore the potential of social media for production and distribution of ideas, public deliberation, and political participation, and as civil spaces and public platforms. We offer an analytical template for critically examining images, discursive structures, and multicultural civic participation promoted by websites aimed at diverse youth in Singapore. Focusing on the controversial issue of immigration, we examine how the iss…
Negotiating epistemological challenges in thinking and practice
Examining Ways Readers Engage With Websites During Think‐Aloud Sessions
Findings from this study of how two pairs of eighth‐grade students each transacted with a website during think‐aloud sessions at the conclusion of a curricular unit on Mexico and migration highlight the ways the students engaged in three interrelated tasks: Identifying and making sense of “new” information Evaluating claims and evidence Considering ways to use the site in the writing of their own narrative While these findings represent ways that…
Negotiating epistemological challenges in thinking and practice
Where We Read From Matters
Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point t…
How Do We Know
As reading continues to become governed by a spatial “logic of the image” rather than strictly a temporal or linear logic of written language (Kress, 2003 Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communications, 22(2), 224–261.[Crossref], [Web of Science ®] , [Google Scholar]), and readers increasingly engage with a range of Internet-based texts, a host of challenges ensue for educators and studen…
Social Studies as New Literacies in a Global Society
Social Studies as New Literacies in a Global Society
Introduction: Social Studies as Literacies for Living in a Global Society Part I: Reconceptualizing Social Studies: Frameworks and Tools 1. The Role of Social Studies in New Times 2. Teaching and Learning in Times: Challenges and Possibilities 3. Web-based Technology Tools to Guide Inquiry Part II: Exploring and Examining Challenges and Possibilities: Windows into Classrooms 4. Collaboratively Negotiating the Challenge of Locating Reliable, Reada…
Content Literacy for the 21st Century
This article makes the a case for conceptualizing content literacy, especially in social studies, as inquiry‐based social practices for understanding and addressing complex, multifaceted problems. Two core practices especially needed for a Web‐dominated 21st century are then described—excavation and elevation. Next, these two practices are applied to the complex, multifaceted problem of climate change to suggest ways teachers and students can use…
Controversial History Education in Asian Contexts
Section 1: Settings 1. Introduction: Controversy, History, and History Education in Asia Loh Kah Seng, Mark Baildon, Ivy Maria Lim, Gul Inanc, and Junaidah Jaffar 2. Teaching Controversial Issues in the Classroom: The Exciting Potential of Disciplinary History Stuart Foster Section 2: Controversies in History Textbooks 3. The Battle Over Memory of the Nation: Whose National History? Helen Ting 4. The Other Side of Silence: Religion and Conflict i…
Geographies of online spaces and intercultural citizenship
In this article, we explore the potential of social media for production and distribution of ideas, public deliberation, and political participation, and as civil spaces and public platforms. We offer an analytical template for critically examining images, discursive structures, and multicultural civic participation promoted by websites aimed at diverse youth in Singapore. Focusing on the controversial issue of immigration, we examine how the iss…
A tale of two countries
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, ski…
Moving inquiry-based learning forward
The challenges of the 21st century place inquiry as a necessary pedagogical orientation to educate young people for the future. In Singapore, inquiry-based learning is a core feature in social studies and the humanities subjects (geography and history) and has been extended recently to curriculum in the arts. Its centrality in the education system has been well acknowledged by Singapore’s Ministry of Education. However, an examination of research…
Taming cosmopolitanism
This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argume…
Climate Justice Literacy
Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three inte…
Responsive education in times of crisis
Time to negotiate Singapore’s meritocracy? Getting ready for the future of work and education
Singapore has prospered since independence by developing its human resources under a distinctly Singaporean meritocratic system. Recent developments in public discourse, and findings from interviews with leading Singaporean personalities, however, point towards the system’s increasing undesirability. Among other problems, our study participants blame the system for worsening class divisions in society; for damaging the mental well-being of studen…
Singapore Teachers’ perceptions of research in practice
How can we confront climate denial? Critical literacy+, eco‐civic practices, and inquiry
While scientific consensus about human‐caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco‐civic practices of deliberation, reflexivity, and counter‐narration to help investigate climate…
Integrating aesthetic experience and inquiry-based learning
This study examined the relationships between teacher knowledge, beliefs, and practices of 40 Singapore primary school teachers who were teaching either music, visual arts, or social studies to investigate their enactment of inquiry-based curriculum in their subjects. The paper provides an Aesthetically Infused Inquiry-based Learning (AIIBL) framework that fuses aesthetic inquiry with inquiry-based learning to enhance students’ learning experienc…
Sociology (13 works) · Pedagogy (12 works) · Political science (12 works) · Psychology (11 works) · Educator Training and Historical Pedagogy (9 works) · Law (6 works) · Literacy (6 works) · Politics (6 works) · Law (5 works) · Mathematics education (5 works)