Social, Political and Cultural Foundations of Educational Leadership in Singapore

Dimmock, Clive; Tan, Cheng; Chiong, Charleen

doi:10.1007/978-3-030-74497-7_12

Cited by 3 publications

(3 citation statements)

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“…In Singapore and South Korea, the roles and concepts of multicultural education also vary. Singapore strongly emphasizes fostering a shared sense of national identity among all ethnic groups, promoting social cohesion, and racial and religious harmony, and preparing competent citizens for global competitiveness (Dimmock et al, 2021). Meanwhile, South Korea's perspective on multicultural education is intrinsically tied to promoting educational equality for students from multicultural families and promoting heightened multicultural awareness and acceptance among Korean students toward their multicultural peers (Kim, 2020).…”

Section: Concepts Of Multicultural Education In Different Contextsmentioning

confidence: 99%

“…Both countries have been implementing multicultural education to address the challenges and opportunities presented by their diverse populations, promote cultural diversity, enhance social cohesion, and prepare competent students for an increasingly globalized world. While numerous research has been conducted to discuss multicultural education in Singapore (Dimmock et al, 2021;Goh, 2008;Ho, 2009) and South Korea (Grant & Ham, 2013;Kim, 2020;Park, 2014) as separate contexts, limited resources have provided insights into the approaches that the two countries employ to implement multicultural education within their specific sociocultural and sociopolitical context. This paper aims to identify the approaches employed in multicultural education policies in Singapore and South Korea.…”

Section: Introductionmentioning

confidence: 99%

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The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

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This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.

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Section: Concepts Of Multicultural Education In Different Contextsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

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“…families being self-reliant and not depending on welfarism), with free free-market characteristics favouring innovation and entrepreneurship. It can be argued that that the strong, interventionist Singapore state exerts a large influence on values permeating different aspects of Singapore society, including the education system (Dimmock, Tan, and Chiong, 2021).…”

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confidence: 99%

Influence of Cultural Values on Singapore School Leadership

Tan¹

2022

Educational Management Administration & Leadership

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The present study examines how Singapore school leadership is influenced by different cultural values. It employed a systematic review of 72 studies on Singapore school leadership published 2000–2021. Results showed that collectivistic values engendered moral leadership responsibilities while power distance and other Asian values eventuated in the nuanced implementation of distributed leadership. Four values characterizing Singapore society also shaped school leadership. First, meritocratic principles informed how school leaders allocated educational resources and opportunities in schools. Second, future-oriented school leaders focused on preparing students for 21st-century work. Third, the emphasis on achieving systems-level coherence culminated in ecological leadership across the Singapore education system. Fourth, strategically pragmatic Singapore school leaders implemented various leadership models to address complex educational expectations and needs. The confluence of different cultural values resulted in school leaders adopting a meta-strategic leadership perspective in Singapore. The study contributes to scholarship by providing an up-to-date, comprehensive review of Singapore school leadership, encompassing different forms of leadership enacted by all levels of school leaders, that is influenced by different cultural values. It also shows that different values influencing school leadership are not necessarily congruent, thereby pointing the way forward for researchers to examine sources of tension within school leadership.

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Principal–teacher gender (dis)similarity as a moderator in the relationship between paternalistic leadership and organisational citizenship behaviour in the Arab minority in Israel

Nassir¹,

Benoliel²

2022

Educational Management Administration & Leadership

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Relying on the similarity attraction paradigm and self-categorisation theories, the current study examines how principal–teacher gender (dis)similarity affects the emergence of paternalistic leadership and the influences of such leadership on teachers’ organisational citizenship behaviour in the Arab minority in Israel. Data were collected from a sample of 180 randomly selected teachers and their principals from elementary schools in the Arab education system in Israel (180 dyads). MANCOVA, ANCOVA, hierarchical regression analyses and structural equation modelling were used to test the proposed relationships. The results of the overall model indicated that principal–teacher gender dissimilarity affected the emergence of paternalistic leadership and its influences on teachers’ organisational citizenship behaviour. Specifically, in the case of principal–teacher gender dissimilarity, paternalistic leadership contributed to improving organisational citizenship behaviour. Theoretical and practical implications are discussed.

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Social, Political and Cultural Foundations of Educational Leadership in Singapore

Cited by 3 publications

References 38 publications

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Influence of Cultural Values on Singapore School Leadership

Principal–teacher gender (dis)similarity as a moderator in the relationship between paternalistic leadership and organisational citizenship behaviour in the Arab minority in Israel

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