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Singapore Secondary School Teachers'...

Lim, Marilyn So-San.

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Singapore Secondary School Teachers' and Students' Perceptions of Controversial Issues Discussions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Singapore Secondary School Teachers' and Students' Perceptions of Controversial Issues Discussions./
作者:	Lim, Marilyn So-San.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	237 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Social sciences education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28090248
ISBN:	9798664744118

Singapore Secondary School Teachers' and Students' Perceptions of Controversial Issues Discussions.
Lim, Marilyn So-San.

Singapore Secondary School Teachers' and Students' Perceptions of Controversial Issues Discussions. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 237 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

This study examined Singapore secondary school teachers' and students' perceptions of controversial issues discussions, focusing in particular how they perceive the purposes and role of emotions in the classroom. These perceptions were studied using a framework combining theories from critical curriculum (Apple, 2004), of mediated agency (Wertsch, 1998) as well as theories that conceived of emotions as socio-cultural constructs (Ahmed, 2013; Nussbaum, 2003; Solomon, 2007). Adopting a qualitative study approach, three secondary schools were selected to represent different academic tiers in Singapore's highly differentiated educational system. Over the course of three months, I conducted surveys with 146 participants (9 teachers and 137 students) and interviewed 33 (9 teachers and 24 students) participants. The first key finding indicates that goals of social cohesion significantly influenced participants' beliefs about the purposes of controversial issues discussions. The participants identified knowledge acquisition and relationship building as two main purposes for controversial issues discussions. Strengthening social cohesion was the common thread connecting both sets of purposes. The findings suggest that goals of social cohesion motivated participants' commitment to engaging deeply with conflicting perspectives. Importantly, this commitment is based on critical conceptions of harmony, cohesion, and conflict that differs significantly from government policies, and political and educational discourses (Ho, 2017; Leung, & Brew, 2009). The second key finding indicates that emotions played a critical role in controversial issues discussions for participants. First, the participants believed that emotions can make discussions more authentic and inclusive. Such beliefs reflected an understanding of the intelligence of emotions (Nussbaum, 2003; Solomon, 2007), including the role of emotions in communicating diverse and distinctive perspectives. Second, the participants believed that emotions can strengthen relationships by developing care, promoting empathy, and reducing conflict during discussions. The study's findings have implications for research and practice. First, the findings draw attention to the need to better understand how individual agency mediates the influence of national contexts and cultural factors on perceptions of controversial issues discussions. For instance, more research is needed to understand how people perceive the relationship between conflict and cohesion in the context of such discussions. Second, the importance of relationship building to the participants affirms the need for discussion spaces that support students in confronting controversy by developing stronger relationships based on deeper understandings of divergent perspectives. Third, the participants' beliefs about emotions reflect their hopes for more authentic, inclusive, and relational discussions, pointing to the need for researchers and educators to consider the role of emotions in facilitating more egalitarian forms of dialogue during controversial issues discussions.

ISBN: 9798664744118Subjects--Topical Terms:

2144735
Social sciences education.
Subjects--Index Terms:

Citizenship Education

Singapore Secondary School Teachers' and Students' Perceptions of Controversial Issues Discussions.
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500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a This study examined Singapore secondary school teachers' and students' perceptions of controversial issues discussions, focusing in particular how they perceive the purposes and role of emotions in the classroom. These perceptions were studied using a framework combining theories from critical curriculum (Apple, 2004), of mediated agency (Wertsch, 1998) as well as theories that conceived of emotions as socio-cultural constructs (Ahmed, 2013; Nussbaum, 2003; Solomon, 2007). Adopting a qualitative study approach, three secondary schools were selected to represent different academic tiers in Singapore's highly differentiated educational system. Over the course of three months, I conducted surveys with 146 participants (9 teachers and 137 students) and interviewed 33 (9 teachers and 24 students) participants. The first key finding indicates that goals of social cohesion significantly influenced participants' beliefs about the purposes of controversial issues discussions. The participants identified knowledge acquisition and relationship building as two main purposes for controversial issues discussions. Strengthening social cohesion was the common thread connecting both sets of purposes. The findings suggest that goals of social cohesion motivated participants' commitment to engaging deeply with conflicting perspectives. Importantly, this commitment is based on critical conceptions of harmony, cohesion, and conflict that differs significantly from government policies, and political and educational discourses (Ho, 2017; Leung, & Brew, 2009). The second key finding indicates that emotions played a critical role in controversial issues discussions for participants. First, the participants believed that emotions can make discussions more authentic and inclusive. Such beliefs reflected an understanding of the intelligence of emotions (Nussbaum, 2003; Solomon, 2007), including the role of emotions in communicating diverse and distinctive perspectives. Second, the participants believed that emotions can strengthen relationships by developing care, promoting empathy, and reducing conflict during discussions. The study's findings have implications for research and practice. First, the findings draw attention to the need to better understand how individual agency mediates the influence of national contexts and cultural factors on perceptions of controversial issues discussions. For instance, more research is needed to understand how people perceive the relationship between conflict and cohesion in the context of such discussions. Second, the importance of relationship building to the participants affirms the need for discussion spaces that support students in confronting controversy by developing stronger relationships based on deeper understandings of divergent perspectives. Third, the participants' beliefs about emotions reflect their hopes for more authentic, inclusive, and relational discussions, pointing to the need for researchers and educators to consider the role of emotions in facilitating more egalitarian forms of dialogue during controversial issues discussions.
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