Leonel Lim

TL;DR: A preliminary and provisional assessment of the recommendations of Singapore's recent primary education review can be found in this paper, where the authors provide a preliminary assessment of how far they would go towards providing for greater educational equity and, therefore, in recovering the ideology of meritocracy in the nation state.

TL;DR: In this paper, the authors examine one influential critical thinking curriculum, University of Cambridge International Examination's Thinking Skills, and reveal the contingency of the assumption that a certain commensurability exists between the problems presented in such curricula and those that occupy democratic deliberation.

TL;DR: The authors explored the enlarged but by no means unproblematic role of strong states and their provision and regulation of education policy in Asia and provided an overview of the major emphases and research trajectories taken up by education policy.

TL;DR: Lim et al. as mentioned in this paper introduced the strong state and curriculum reform in Asia and highlighted the tension and limits of state curricular control. But they did not consider the role of teachers' unions in the reform process.

TL;DR: In this article, a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking is presented, which foregrounds issues of power and ideology latent in curricular discourses of rationality and argues that such curricula engage in shaping our common-sense understandings of what thinking and rationality is and should be in instrumental forms that both connect to neoliberal prerogatives and facilitate the social reproduction of a particular fraction of the middle class.