Suzanne S Choo
Biographic Data
| ID | 763942 |
|---|---|
| NAME | Suzanne S Choo |
| GIVEN NAMES | Suzanne S |
| FAMILY NAME | Choo |
| SIGNATURE | CHOO S S |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0001-7446-3372 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
From moral adaptation to ethical criticism
In an age of hyper-globalization, ethical criticism has become vital in tackling the bombardment of information across networked societies. This paper begins by exploring the historical emergence of ethical criticism, its dominant approaches (relational, analytical and historical), and potential for character education. Next, we focus on character education in Singapore. Utilizing a comparative case study analysis, we compared older and recent ch…
Advancing values education in the Asia-Pacific
T. S. Eliot, in The Rock (1934), posed a question that echoes with striking relevance today: “Where is the wisdom we have lost in knowledge, where is the knowledge we have lost in information?” His
Integrating the values of social harmony and criticality
Today, values education remains fundamental to the purposes of education particularly in response to global unrest, rising intolerance, and youths who are increasingly civic engaged in social justice. In this paper, we focus on values pedagogy in the context of Singapore’s Character and Citizenship Education (CCE). The first part of this paper surveys the literature on character education and citizenship education and explores how historically, e…
Bibliometric analyses of the literature related to Character and Citizenship Education (CCE)
In response to evolving societal shifts and technological progress, Singapore’s Character and Citizenship Education (CCE) adopts an integrated approach to nurturing students’ values, character, social-emotional competencies, well-being, and citizenship dispositions. This study aims to strengthen the theoretical foundation of CCE through four bibliometric analyses of related publications. Findings indicate that research related to CCE research is …
Edward Said’s theorisations of secular criticism as a foundation for post-critical criticism
Contemporary forces of deglobalisation and neo-tribalism have renewed questions about the public role of the humanities. In this essay, I draw on Edward Said’s reflections of secular criticism and observe how his problematisations of traditional practices of criticism provide a foundational basis for post-critical criticism. Specifically, post-critical criticism is undergirded by an open meta-narrative of cosmopolitan humanism, an inherently poro…
Hermeneutical justice as the foundation of cosmopolitan literacy in a post‐truth age
Two concepts characterize the zeitgeist of the 21st century. The first is the Fourth Industrial Revolution, which provides a positivistic vision of societal transformation caused by the explosion and fusion of technologies. The second is post‐truth, in which objective facts have become less influential than appeals to emotion or personal belief. The concurrent visibility of both concepts suggests their interconnection. Indeed, digital porosity, e…
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature
Since the late 20th century, scholars have called for a need to broaden the aims of teaching English Literature away from its Eurocentric focus. Much effort has also been invested in making the subject more relevant through diversifying the texts studied and connecting texts to current social and global issues. It is pertinent now to ask what the significant role of Literature is in a globally interconnected age. In particular, what do teachers b…
Expanding the Imagination
Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide in Literature education paying particular attention to how this was reinforced by New Criticism and …
Examining models of twenty-first century education through the lens of Confucian cosmopolitanism
Today, the intensification of global interconnectivity is a key characteristic of the twenty-first century. This has spurred governments and policymakers to envision how best to equip future-ready citizens who can navigate increasingly globalized workplaces resulting in the worldwide popularity of models that articulate twenty-first century competencies. Twenty-first century education models perpetuated by transnational and multinational organiza…
Education and cosmopolitanism in Asia
The city of Cochin (now called Kochi) in the state of Kerala in India is proud of its cosmopolitan history. In describing the city, its managers often point to the ways in which over the past six c
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
The Need for Cosmopolitan Literacy in a Global Age
Given the realities of this increasingly connected, complex, and conflicting age, governments and policymakers around the world are recognizing the importance of global education. The field of literacy has not been immune to the pressure to globalize. Today, the notion of literacy must account not merely for social processes but also for global processes. The global turn in literacy studies affirms the cultural and linguistic diversity of student…
The cosmopolitan turn in Literature education and its resulting tensions in Singapore schools
In this article, I highlight the emergence of a cosmopolitan turn in Literature education as observed in teachers’ beliefs and practices in Singapore schools. Central to the cosmopolitan turn is the view that Literature education should not be disengaged from real-world connections to others particularly those who are marginalized and oppressed in the world. In the first part of this article, I describe core principles informing a cosmopolitan ap…
The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy
Fostering the Hospitable Imagination through Cosmopolitan Pedagogies
While English literature once occupied a central position in national curricula, enrollment in the subject has undergone a continuing decline in English-speaking countries such as the United States and United Kingdom. Its marginal position may also be observed in formerly colonized countries such as Singapore, where the subject was introduced, appropriated, and reconstructed. My aim,in this paper, is to propose a reenvisioning of literature educa…
Cultivating a Hospitable Imagination
When world literature as a subject was introduced to schools and colleges in the United States during the 1920s, its early curriculum was premised on the notion of bounded territoriality which assumes that identities of individuals, cultures, and nation‐states are fixed, determinable, and independent. The intensification of global mobility in an interconnected 21st century calls for educators to re‐envision the world literature curriculum through…
Toward a cosmopolitan vision of English education in Singapore
English education has played a vital role in facilitating Singapore's global city ambitions since the country's independence. While the state has prioritized English education's cognitive objective emphasizing information processing and effective communication skills, it has given insufficient attention to the role of English in equipping students with the necessary cosmopolitan capacities. The first part of this paper discusses the roots of a co…
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Toward a cosmopolitan vision of English education in Singapore
English education has played a vital role in facilitating Singapore's global city ambitions since the country's independence. While the state has prioritized English education's cognitive objective emphasizing information processing and effective communication skills, it has given insufficient attention to the role of English in equipping students with the necessary cosmopolitan capacities. The first part of this paper discusses the roots of a co…
The cosmopolitan turn in Literature education and its resulting tensions in Singapore schools
In this article, I highlight the emergence of a cosmopolitan turn in Literature education as observed in teachers’ beliefs and practices in Singapore schools. Central to the cosmopolitan turn is the view that Literature education should not be disengaged from real-world connections to others particularly those who are marginalized and oppressed in the world. In the first part of this article, I describe core principles informing a cosmopolitan ap…
The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy
Edward Said’s theorisations of secular criticism as a foundation for post-critical criticism
Contemporary forces of deglobalisation and neo-tribalism have renewed questions about the public role of the humanities. In this essay, I draw on Edward Said’s reflections of secular criticism and observe how his problematisations of traditional practices of criticism provide a foundational basis for post-critical criticism. Specifically, post-critical criticism is undergirded by an open meta-narrative of cosmopolitan humanism, an inherently poro…
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature
Since the late 20th century, scholars have called for a need to broaden the aims of teaching English Literature away from its Eurocentric focus. Much effort has also been invested in making the subject more relevant through diversifying the texts studied and connecting texts to current social and global issues. It is pertinent now to ask what the significant role of Literature is in a globally interconnected age. In particular, what do teachers b…
Cultivating a Hospitable Imagination
When world literature as a subject was introduced to schools and colleges in the United States during the 1920s, its early curriculum was premised on the notion of bounded territoriality which assumes that identities of individuals, cultures, and nation‐states are fixed, determinable, and independent. The intensification of global mobility in an interconnected 21st century calls for educators to re‐envision the world literature curriculum through…
Cultivating a Hospitable Imagination
When world literature as a subject was introduced to schools and colleges in the United States during the 1920s, its early curriculum was premised on the notion of bounded territoriality which assumes that identities of individuals, cultures, and nation‐states are fixed, determinable, and independent. The intensification of global mobility in an interconnected 21st century calls for educators to re‐envision the world literature curriculum through…
Toward a cosmopolitan vision of English education in Singapore
English education has played a vital role in facilitating Singapore's global city ambitions since the country's independence. While the state has prioritized English education's cognitive objective emphasizing information processing and effective communication skills, it has given insufficient attention to the role of English in equipping students with the necessary cosmopolitan capacities. The first part of this paper discusses the roots of a co…
Fostering the Hospitable Imagination through Cosmopolitan Pedagogies
While English literature once occupied a central position in national curricula, enrollment in the subject has undergone a continuing decline in English-speaking countries such as the United States and United Kingdom. Its marginal position may also be observed in formerly colonized countries such as Singapore, where the subject was introduced, appropriated, and reconstructed. My aim,in this paper, is to propose a reenvisioning of literature educa…
The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy
The Need for Cosmopolitan Literacy in a Global Age
Given the realities of this increasingly connected, complex, and conflicting age, governments and policymakers around the world are recognizing the importance of global education. The field of literacy has not been immune to the pressure to globalize. Today, the notion of literacy must account not merely for social processes but also for global processes. The global turn in literacy studies affirms the cultural and linguistic diversity of student…
The cosmopolitan turn in Literature education and its resulting tensions in Singapore schools
In this article, I highlight the emergence of a cosmopolitan turn in Literature education as observed in teachers’ beliefs and practices in Singapore schools. Central to the cosmopolitan turn is the view that Literature education should not be disengaged from real-world connections to others particularly those who are marginalized and oppressed in the world. In the first part of this article, I describe core principles informing a cosmopolitan ap…
Examining models of twenty-first century education through the lens of Confucian cosmopolitanism
Today, the intensification of global interconnectivity is a key characteristic of the twenty-first century. This has spurred governments and policymakers to envision how best to equip future-ready citizens who can navigate increasingly globalized workplaces resulting in the worldwide popularity of models that articulate twenty-first century competencies. Twenty-first century education models perpetuated by transnational and multinational organiza…
Education and cosmopolitanism in Asia
The city of Cochin (now called Kochi) in the state of Kerala in India is proud of its cosmopolitan history. In describing the city, its managers often point to the ways in which over the past six c
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Expanding the Imagination
Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide in Literature education paying particular attention to how this was reinforced by New Criticism and …
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature
Since the late 20th century, scholars have called for a need to broaden the aims of teaching English Literature away from its Eurocentric focus. Much effort has also been invested in making the subject more relevant through diversifying the texts studied and connecting texts to current social and global issues. It is pertinent now to ask what the significant role of Literature is in a globally interconnected age. In particular, what do teachers b…
Hermeneutical justice as the foundation of cosmopolitan literacy in a post‐truth age
Two concepts characterize the zeitgeist of the 21st century. The first is the Fourth Industrial Revolution, which provides a positivistic vision of societal transformation caused by the explosion and fusion of technologies. The second is post‐truth, in which objective facts have become less influential than appeals to emotion or personal belief. The concurrent visibility of both concepts suggests their interconnection. Indeed, digital porosity, e…
From moral adaptation to ethical criticism
In an age of hyper-globalization, ethical criticism has become vital in tackling the bombardment of information across networked societies. This paper begins by exploring the historical emergence of ethical criticism, its dominant approaches (relational, analytical and historical), and potential for character education. Next, we focus on character education in Singapore. Utilizing a comparative case study analysis, we compared older and recent ch…
Advancing values education in the Asia-Pacific
T. S. Eliot, in The Rock (1934), posed a question that echoes with striking relevance today: “Where is the wisdom we have lost in knowledge, where is the knowledge we have lost in information?” His
Integrating the values of social harmony and criticality
Today, values education remains fundamental to the purposes of education particularly in response to global unrest, rising intolerance, and youths who are increasingly civic engaged in social justice. In this paper, we focus on values pedagogy in the context of Singapore’s Character and Citizenship Education (CCE). The first part of this paper surveys the literature on character education and citizenship education and explores how historically, e…
Bibliometric analyses of the literature related to Character and Citizenship Education (CCE)
In response to evolving societal shifts and technological progress, Singapore’s Character and Citizenship Education (CCE) adopts an integrated approach to nurturing students’ values, character, social-emotional competencies, well-being, and citizenship dispositions. This study aims to strengthen the theoretical foundation of CCE through four bibliometric analyses of related publications. Findings indicate that research related to CCE research is …
Edward Said’s theorisations of secular criticism as a foundation for post-critical criticism
Contemporary forces of deglobalisation and neo-tribalism have renewed questions about the public role of the humanities. In this essay, I draw on Edward Said’s reflections of secular criticism and observe how his problematisations of traditional practices of criticism provide a foundational basis for post-critical criticism. Specifically, post-critical criticism is undergirded by an open meta-narrative of cosmopolitan humanism, an inherently poro…
Sociology (14 works) · Political science (13 works) · Law (12 works) · Pedagogy (12 works) · Global Education and Multiculturalism (11 works) · Social science (7 works) · Socioeconomic Development in Asia (7 works) · Aesthetics (6 works) · Cosmopolitanism (6 works) · Politics (6 works)