ERIC EJ1150283: Educating Citizens: A Cross-Cultural Conversation

2011·0.22 MB·English

by  ERIC

Journal of International Social Studies
http://www.iajiss.org

Educating Citizens: A Cross-Cultural Conversation

Susan A. Adler
National Institute of Education, Singapore

Kho Ee Moi
National Institute of Education, Singapore

This study explores pre-service teachers’ beliefs about citizenship across two nations, the United
States and Singapore; the nature of their conversation about those beliefs; and the impact of
their cross-cultural dialog on their reflections about the citizenship goal of social studies. Data
is based on a Black Board-based threaded dialog, over two different semesters, between pre-
service social studies teachers in the two countries. The discussions focused on the meanings
each group held about what it means to be an effective citizen. Data was analyzed around
themes of knowledge, skills, and values. The conversations provided some insight into the
similarities and differences in conceptions of citizenship held by these two groups of preservice
teachers. Across both groups and both years, the dominant view of the “good citizen” expressed
by participants was that of the “personally responsible citizen.” While many similarities were
evident, there were also clear differences which the facilitators attributed to differences in
disciplinary grounding and cultural contexts. Participants reported that the cross-cultural dialog
had encouraged them to think more deeply about the concept of citizenship and the goals of
social studies.

Keywords: social studies, citizenship, cross cultural

Social studies educators in democratic essential to the education of citizens in
countries generally agree that an important democracies? What, for that matter, does it
goal of the social studies curriculum is the mean to be a citizen in the twenty-first
development of the skills and knowledge century? How can and should social studies
necessary for active citizenship in a education contribute to the development of
democratic society (see Hahn, 2002; Nelson, effective citizens? Given the varying
2001; Ochoa-Becker, 2007). However, this concepts of citizenship and citizen education
apparent consensus on the purposes of social found in the literature (Evans, 2004; Nelson,
studies is fraught with ambiguity and 2001), what conceptions of citizenship and
conflict. What are the skills and knowledge citizenship education are held by social

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studies teachers who are charged, ultimately, social studies promote citizenship focused
with enacting this social studies goal? on socializing young people to the status
This study explores pre-service teachers‟ quo or should it aim at transforming and
beliefs about citizenship across two nations, reconstructing society? Social studies as
the United States and Singapore, and the both socialization and counter-socialization
nature of their conversation about those (Ochoa-Becker, 2007) may send
beliefs. The intention of this research is to contradictory messages, yet those very
illuminate prospective social studies contradictions may be necessary to
teachers‟ beliefs about citizenship and social education in a democratic society. Debates
studies across two very different cultures. about the many and contradictory concepts
As will be described below, it was hoped of citizenship education are heightened
that an exploration of the idea of citizenship when looking across national and cultural
across two cultures might push the contexts (Hahn, 1998). Finally, what do
participants toward more thoughtful social studies and citizenship education
reflection about this important topic. In mean in an increasingly connected world in
addition, the instructors hoped that such a which national borders have become porous
discussion regarding the meaning of and global connections more significant?
citizenship might prompt the participants to
push their thinking about civic Educating Citizens in Singapore and the
responsibilities beyond national borders. United States

Educating Citizens In considering questions around the
education of citizens, national context is
There are conflicting views about the important. Singapore and the United States
nature of the knowledge and skills necessary share, at least on the surface, some
for effective citizens. The literature in the similarities. The modern history of both
field is replete with debates about what it nations began with colonization by Great
means to be an effective citizen and the sort Britain. Both nations have been built by
of curriculum necessary to prepare young immigrants and today both have racially and
people for citizenship. Concepts of culturally diverse societies. Of course there
citizenship range from being socialized to are significant differences.
the norms and expectations of society on the The United States is a Western nation
one hand and to the development of the grounded in Western ideals of individualism
skills, dispositions, and knowledge to and freedom. The United States has long
question those norms and expectations on claimed, although not always practiced, the
the other hand (Stanley, 2005). As will be value of civic participation and citizen
described below, in the United States and decision-making. Very early in United
Singapore, social studies is seen as an States history, schools became important
important component of citizenship partners in building the new nation and
education in schools (Ministry of Education, preparing immigrants to become American
2010; National Council for the Social citizens (Herbst, 1996). The primacy of
Studies, 2010). Hence debates about what it public schooling as a means to educate
means to be an “effective citizen” impact future citizens was reflected in the words
debates about the nature and implementation and proposals of founding leaders. For
of social studies (Evans, 2004). Should example, Thomas Jefferson‟s proposal for

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three years of free public schooling for all communists and had an undeveloped
children was intended to establish a economy with high unemployment, few
mechanism for democratically selecting natural resources, and many social
future leaders. Horace Mann, considered by problems. The Japanese occupation had
many as the “father of public education” in ended just twenty years earlier and the racial
the United States, looked to public schooling riots in the early years of independence led
as a way to socialize citizens to a shared set political leaders to believe that for Singapore
of political values. to survive emphasis would need to be placed
For much of its history, citizenship on developing a shared national identity, as
education in the United States embraced an well as building an infrastructure and
assimilationist ideology (Banks, 2002). modernizing the economy (Chua & Kuo,
From the early days of the nation, 1991). The Peoples Action Party (PAP)
Americanizing the diverse population, and looked to schools as an important ally in
especially arriving immigrants, meant developing national identity as well as
teaching newcomers to conform to the economic strength. Since self-rule was
language, values, beliefs and behaviors of achieved in 1959, there have been a variety
the white Anglo-Saxon Protestants who held of initiatives to address the need for
power in the new nation (Pai, Adler, & citizenship education. Indeed, schools have
Shadiow, 2006). Many young people did been seen as the natural place for formal
lose their language, cultures and ethnic citizenship education slanted toward the
identities, even at times becoming alienated development of a united, stable nation
from families and communities. The 1960s (Chew, 1998; Turnbull, 2009). Citizenship
and 1970s brought a rising demand for the education focused on cultivating patriotism,
recognition of group rights as well as a sense of belonging and a shared
individual rights (Banks, 2008). The belief commitment to national development.
that citizens could maintain their Developing racial harmony has been a
connections to their cultural communities core goal of modern Singapore. Singapore‟s
while at the same time participating in the efforts at balancing unity and diversity have
shared, national culture was growing. focused on strategies enabling Singaporeans
Despite fears that continued allegiance to to feel a sense of belonging to the nation
culture groups would balkanize the nation while at the same time retaining roots in
(see Schlesinger, 1991) the commitment to particular racial groups. Racial harmony is
unity with diversity continued to grow, as stressed through public policies and
culture groups held the mainstream messages of racial harmony are embedded
accountable for living up to American throughout society. This is certainly the
ideals. case with social studies textbooks which are
Singapore, too, is a “nation of permeated with the theme of racial harmony.
immigrants,” a multiracial society built by However, it has been argued (Adler & Sim,
immigrants who came primarily from China, 2008) that these themes of racial harmony
Malaysia, and India. Singapore gained self- are superficially dealt with in the syllabus
rule in 1959 and became part of the newly and in textbooks. Racial harmony appears
independent Malaysian confederation in to be stressed as a means to socialize
1963. Singapore and Malaysia went their students into the set of core societal values,
separate ways in 1965. At the time of rather than to promote in-depth
independence, Singapore was threatened by understanding of diversity and of others.

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Issues of diversity are not presented in a way “participatory citizen,” to the “justice-
that encourages students to question and oriented citizen.” The first perspective,
discuss them openly. The knowledge of and personally responsible citizen, was defined
values surrounding diversity are not as a largely individualistic, service oriented
regarded as problematic, but fixed and to be conception. The second, the participatory
transmitted to the students. citizen, was defined as having the goal of
being an informed participant in public life,
Social Studies and the Education of a notion defined as transcending particular
Citizens community issues and problems. The
perspective of the justice-oriented citizen
In the United States, the term social was defined by its attention to the pursuit of
studies first emerged in the early twentieth social justice goals. This typology of
century and has been contested ever since perspectives toward citizenship mirrors, to
(Evans, 2004). Although generally taught as some extent, the debates about citizenship
a collection of separate courses, such as goals of social studies. Stanley (2005),
history, government and economics, an Evans (2004), and others have described an
alternative conception of social studies as an array of perspectives toward social studies.
interdisciplinary social issues oriented study In their now classic study, Barr, Barth and
has persisted (Evans, 2004; Thornton, 2005). Shermis (1977) identified three orientations
However defined and organized, the toward the goals of social studies:
rationale of “citizenship education” citizenship transmission, social studies as
continues to dominate the literature, not- social science, and reflective inquiry. Those
with-standing the fact that there are a variety who maintain the citizenship transmission
of influences, both in school and out, that orientation see the major purpose of social
contribute to citizen education. The studies as transmitting the values, history,
National Council for the Social Studies and traditions of a society to the young.
captures this commitment in its definition of Those who hold to the social science
social studies which asserts that “[t]he tradition see the role of social studies as
primary purpose of social studies is to help equipping young people with the knowledge
young people make informed and reasoned and skills of the social sciences in the
decisions for the public good as citizens of a development of informed citizens. Within
culturally diverse, democratic society in an the reflective inquiry tradition the emphasis
interdependent world” (NCSS, 2010, p.3). is less on specific social science knowledge
This apparent consensus, however, masks and more on exploring issues in the social
the ambiguity of the term and profound world which directly affect the students
disagreements about what it means to involved. Research suggests that the
educate citizens, as well as about the dominant perspective continues to be the
classroom goals of social studies. “citizenship transmission model” which
Westheimer and Kahne (2004), for emphasizes preparing good citizens who
example, report finding a range of obey laws, vote and behave responsibly
perspectives about the notion of the “good toward others (Thornton, 2008). However,
citizen” in their study of ten programs there are also those who advocate social
explicitly aimed at citizen education. These reconstructivist notions with an emphasis on
perspectives ranged from that of the working to effect social change in the
“personally responsible citizen,” to the interest of greater justice and equity. Many

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social studies educators hold views that may of the important goal of nation building.
be seen as somewhere on a continuum Thus in Singapore there is little debate about
between these two notions. In the United the goals of social studies, or the broader
States, this diversity of perspectives toward goal of citizenship education. Furthermore,
social studies has been found over time and the curriculum is centrally controlled and
across the various states (Evans, 2004). high stakes exams in social studies at the
In Singapore, the aim of social studies is secondary level help to assure some fidelity
to “develop our students into well informed, between the intended and the planned
responsible citizens with a sense of national curriculum. Nonetheless, conceptions of
identity and a global perspective”(Singapore social studies and the good citizen vary
Examinations and Assessment Board, 2011, among social studies teachers themselves.
p.3). Social studies in Singapore is an In her study of teachers‟ perspective toward
integrated subject that is taught in both citizenship, Sim (2009) found that the
primary and secondary schools. From its preservice teachers in Singapore who
introduction, it was intended to have a clear participated in the study held diverse views
citizen education function. First introduced about the nature of social studies and
in primary schools in 1981, the purpose of citizenship. These views included social
social studies was to “enable pupils to studies as citizenship transmission; social
understand their social world and to develop studies as social education, enabling young
the knowledge, skills and attitudes necessary people to engage in the life of the
to participate effectively in the society and community; social studies as personal, rather
environment in which they live” (MOE than civic, development; and finally, social
Social Studies Primary Syllabus, 1999, p. 1). studies as general education, enabling
At the secondary level, social studies was people to participate more knowledgeably in
developed in the context of National civic life. Further, the government‟s
Education (NE). NE is aimed at developing increasing emphasis on the development of
and shaping positive knowledge, values, and critical thinking skills has challenged an
attitudes of its younger citizenry towards the unquestioning acceptance of one point of
community and the nation, with the purpose view (Koh, 2004). In Singapore today, as in
of developing national cohesion, the instinct the United States, social studies is more and
for survival, and confidence in the future more contested ground.
(MOE National Education, 2011). The
intended outcomes of NE at the time of this Teacher Beliefs and Reflection
study were “Love Singapore” at the primary
school level, “Know Singapore” at the Given these trends, what, then, is the role
secondary school level, and “Lead of teachers in educating citizens? A body of
Singapore” at the pre-university level. research now exists which supports the
The concept of citizenship in Singapore premise that good teachers matter (National
has been characterized as “passive”; that is, Commission of Teaching and America‟s
a good citizen is one who behaves Future, 1996; Sanders & Horn, 1998). This
responsibly, treats others well, and research points to the difference an effective
cooperates with the government to create teacher can make, even in very challenging
prosperity for all Singaporeans (Sim & circumstances. Teachers are far more than
Print, 2009). This is consistent with the mere conduits of information or of
government‟s goal of using education as part curriculum developed by “experts.”

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Teachers are the key to what happens in experiences in their teacher preparation
classrooms (Thornton, 1991, 2005). programs (Adler, 2008).
Ultimately, it is the teacher who makes the An interest in teacher thinking and beliefs
decisions about what actually is taught in the has led teacher educators to examine
classroom, and how it is taught. To use practices which engage preservice and
Thornton‟s (1991, 2005) term, teachers are inservice teachers in reflecting on their
the “curricular-instructional gatekeepers.” beliefs and practices. Beginning in the
Thus it can be argued that what matters at 1980s, teacher education programs have
the level of classroom practice in social become increasingly focused on “educating
studies mirrors, to a large extent, the the reflective practitioner.” Originally
classroom teacher‟s conception of the nature grounded in the work of Donald Schön
and purpose of social studies in a particular (1983, 1987) this program emphasis is
context. The curriculum can be taught in a consistent with a view of teachers as
variety of ways. As Thornton notes, decision-makers. Given this concern,
“Teachers may tend the gate well or poorly, teacher educators began to ask what
consciously or unconsciously, but their gate- experiences would promote reflective
keeping is unavoidable” (2005, p. 5). Each inquiry among preservice teachers and how
individual teacher's behavior is heavily teacher beliefs might be developed and
influenced by his or her worldview, that clarified. There is some research which
is, by a set of often largely unexamined suggests that facilitating teacher reflection
beliefs about how the world works (Yero, on their beliefs and understandings
2002). What teachers believe to be the regarding the curriculum and subject matter
nature of citizenship and of social studies to be taught can impact beliefs (Adler,
teaching and learning makes a real 2008). It was this assumption that
difference. And in both the United States prompted our effort to engage social studies
and Singapore, teachers have choices and preservice teachers in a cross-cultural
enact the curriculum in a variety of ways. reflective inquiry intended to encourage
Although the construct of “teacher them to make explicit their notions of
beliefs” has been used in a variety of ways, citizenship and social studies.
this study adopted Richardson‟s (2003)
broad definition of beliefs as Setting Up The Conversation
“psychologically held understandings,
premises, or propositions about the world This study falls into an increasingly
that are felt to be true” (p.2). Several popular approach to research in teacher
decades of research in the area of teacher education, that of the “self-study.” Self-
beliefs has suggested that teachers‟ beliefs study is the intentional and systematic
about schooling, curriculum, and pedagogy inquiry into one‟s own practice by those
have developed over the years of life who prepare teachers (Dinkelman, 2003).
experiences both in and out of school Advocates of the self-study approach point
(Richardson,1996, 2003). A good deal of out that such research models the reflective
research points to the notion that preservice practice that many hope preservice teachers
coursework is filtered through preservice will learn (Dinkelman, 2003; Hamilton &
teachers‟ prior beliefs. Individuals play an Pinnegar, 2000). Furthermore, self-study
active role in negotiating the meaning of the could, argue its proponents, provide the
potential for developing a deeper

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understanding of the practices of teacher curriculum is largely shaped by high stakes
education by making the tacit theories of examinations. Furthermore, in the lifetimes
teacher education practitioners public and of the participants in this study, Singapore
explicit and by subjecting those beliefs and politics has been dominated by one party
practices to careful study, data collection and has been focused on the pragmatic goal
and reflection (Adler, 2008). We were very of economic development. Most of these
much aware, however, that self studies are preservice teachers grew up in a prosperous,
by their very nature a limited form of affluent Singapore and have had little
research. While we hoped to add to a body personal connection to the struggles and
of literature regarding effective practices in turmoil of the early days of self-rule and
teacher education, our main goal was to independence. Their experience with
determine if this strategy was an effective history and social studies in school, on the
one for our particular groups of students. other hand, focused on how far Singapore
To encourage our preservice social had come in forty years. Racial harmony is
studies teachers to explore and expand their stressed both in school and throughout
conceptions of “effective citizens” in a society. But generally there is scant focus
democracy, we engaged our social studies on understanding different groups and little
methods classes, during two different analysis of differences and tensions. While
semesters, in a BlackBoard-based, the curriculum has long focused on
asynchronous threaded dialog which programs designed to foster citizenship,
included discussion about what it means to Singapore students do not take a course in
be an effective citizen. This dialog occurred government, commonly found in the
at the start of the semester for each class and American curriculum.
was not intended to reflect readings and Schooling in the United States is far less centrally
activities in the methods courses themselves. controlled. Nonetheless curriculum is remarkably
Rather, we each saw this dialog as a way to similar across the United States. Some have
encourage participants to unpack and attributed that similarity to the role of textbooks in
explore their beliefs about social studies and shaping the curriculum and, more recently, to the
citizenship at the start of the course. The rise of content standards (Thornton, 2008). The
goals for this discussion included learning social studies curriculum in the United States
about education, especially social studies, in focuses on United States history, which students
one another‟s country; engaging the typically encounter at three different grade levels,
preservice teachers in conversation about and on an approach to history which focuses on
what it means to be an effective citizen; and knowledge rather than the modes of inquiry of the
encouraging these preservice teachers to discipline (Barton & Levstik, 2003). United States
think about citizenship beyond their national students are likely to take a government course in
boundaries. high school. Such courses generally focus on the
forms and structures of government and less on the
Cultural Contexts role of the citizen (Kahne & Middaugh, 2008).
That schooling should help to build a shared set of
Young people growing up in Singapore civic values undergirds the development of public
and the United States have very different education. But in addition, the value of civic
school experiences, as well as different engagement is a theme that recurs throughout
political experiences. Schooling in United States history and is echoed in much of the
Singapore is very competitive and the social studies literature.

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Participants and Institutional Contexts education program that prepares preservice
teachers for teaching in primary schools. In
The classes chosen to participate in this the first cross cultural dialog, there were 45
cross-cultural dialog were selected based, in participants, 8 men and 37 women. In the
part, on the fact that they were preparing to second, there were 15 participants, of which
teach social studies and in part on 2 were men and 13 women. Both groups
convenience. The element of convenience were predominantly women and
meant the Singapore group was preparing to predominantly from Singapore‟s majority
teach primary grades while the American (Chinese) culture. About half of these
group was preparing to teach secondary students had chosen teaching as their second
grades. Although all groups were preparing or third careers while the rest were recent
to teach social studies, those preparing to university graduates. A number of them
teach at the secondary level brought a were graduates from business, engineering
deeper content background to the or other technical faculties and thus did not
conversation. Furthermore, we were aware have much academic background in the
that educating citizens might mean social sciences. They did not have to
something different to those teaching grades undertake additional coursework to give
1 to 6 than to those teaching grades 7 to12. them grounding in subject matter
In Singapore the role of primary social knowledge, but were expected to read up
studies in National Education at the time of and research on their own to fill in their own
this dialogue was to promote love of country gaps in knowledge. As a result, for many,
and feelings of attachment: “love a grasp of disciplinary knowledge was
Singapore.” Not until the secondary level shallow.
did the emphasis on “knowing Singapore” The students in the United States were
appear. In the United States, elementary enrolled in a teacher preparation program at
school teachers are more likely to stress love an urban state university in the Midwest.
of country, patriotism and socialization, During the first semester, 25 students
while secondary teachers may believe it to participated in the cross-cultural dialog, 18
be more appropriate to emphasize men and 7 women. In the second, there were
questioning and critical thinking (Ochoa- 20 participants, 13 men and 7 women. The
Becker, 2007). Nonetheless, in both students were predominantly male and
countries knowledge and values permeate all Caucasian, still the dominant group in the
levels of social studies teaching. United States. Students in the United States
Furthermore, the discussion of the nature of classes were both graduates and
citizenship would be relevant to preservice undergraduates seeking initial certification
teachers at both levels. Finally, we believed in social studies. As is typical at this
that our goals around promoting cross- institution, many of the undergraduate, as
cultural dialog, particularly our desire to well as graduate, students were “non-
stimulate reflection and to cross national traditional” or over 25 years old. Like the
boundaries in our discussions, could be Singaporean group, many were entering
accomplished despite this difference teaching as a second career. Most held a BA
between the groups. in history or one of the social sciences or
The students in Singapore were pre- were earning a BA in secondary education
service teachers enrolled in a full-time one- with a minor in history. All would meet the
year postgraduate diploma in state mandated requirement of 38 hours of

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content course work in history and the social students to clarify their thinking about
sciences. The social studies methods course citizenship to one another and across
is taken the semester prior to student cultures would help them think more
teaching. reflectively about this key aim of social
studies education, particularly in a global
The Assignment context. With permission of the students
who participated in this assignment, we
For all groups, the cross-cultural decided to analyze their responses with a
conversation was the first assignment in the particular focus on their understandings of
course and took place at the very start of the citizenship and any possible cultural
semester following introductory class differences we might find.
sessions on the goals of social studies in
each country. Both instructors had asked Methodology
class participants to consider what is meant
by social studies as citizenship education Each of the researchers read and coded
and shared with course participants the the submissions of all the students around
various conceptions of citizenship found in the question of “what is an effective
the research literature. Although the citizen.” Reading separately, we each sought
specific discussion forums differed to categorize the preservice teachers‟
somewhat from the first year to the second, responses into major themes and looked for
both groups were asked to discuss their cross-cultural differences and
understandings of the concept of citizenship similarities within those themes. We then
and what being a good citizen meant to discussed our coding. This process enabled
them. Participants were expected to make at us to establish some reliability in developing
least two substantive postings per topic and the analysis of the student work. A post-
to show evidence of discussions and assignment survey was carried out to obtain
readings they had completed in class. Their participants‟ responses to the assignment.
participation in the discussion was a graded
assignment worth approximately 15% of the What is a Good Citizen?
semester grade for the Americans and
20% for the Singaporeans. Criteria for The preservice teachers‟ responses were
assessment included: timely submissions; first sorted into the broad categories of
well-organized and clearly written knowledge, skills and dispositions or
submissions; writing which demonstrated an attitudes, although there was overlap even
awareness that the submission is being read across these broad categories. Within these
by people from another country; evidence of broad categories, we found that several
having read submissions of others; and dominant themes emerged across both
evidence of reflection on class and online groups and both years. Often, the broad
discussions, readings and field experiences. theme was similar, but would be explained
Upon reading the students‟ submissions, and supported differently. That is, American
the course instructors agreed that a careful and Singaporean preservice teachers held
review and analysis of their postings might similar views of the “good” citizen, but
shed some light on the students‟ conceptions expressed and explained these within the
of citizenship and how this might impact contexts of their particular cultural
their teaching. We wondered if asking experiences.

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Knowledge: The Informed Citizen and to understand the pain and efforts of the
past. Like the Americans, Singaporeans
The American preservice teachers placed made reference to the study of current
heavy emphasis on the importance of problems and events.
content knowledge. It should be recalled that
the American groups were preparing to be Values
secondary teachers and had strong content
backgrounds in the fields that make up Both groups spoke extensively of the
social studies in the United States Many of values of good citizens. Behaving as a
the American participants noted that learners cooperative, caring member of society was
should learn about United States history, important to both groups. The Americans
about the United States constitution and were most likely to express this as paying
laws, and about current events. This belief taxes, obeying the law and voting. These
seems to reflect their own experiences were not common characterizations among
studying social studies in school. The Singaporeans. As one put it, “It never
Americans argued that to be good citizens crossed my mind to equate citizenship to
people must be informed and must develop voting and the paying of taxes (5 Sept, Year
an understanding of the political system and 2).” Singaporeans were more likely to
democratic principles. The implication of describe the responsibilities of citizens in
their emphasis on the importance of terms of “moral values and right conduct,” a
developing a strong knowledge base in the phrase never used by the Americans. The
content of the disciplines of social studies is Singaporeans tended to reflect the mental
that such knowledge would provide the model of a Confucian society that focused
foundation for the skills and attitudes of on right behavior and relationships
effective citizens: ..."a good citizen is one inculcated through years of moral education
that is informed regarding the history, in the school, a subject that continues to be
culture, current events and legalities of one's taught throughout the primary to the
culture (28 Aug, Year 1)." Several of the secondary grades.
Americans were a bit more explicit about Both groups also articulated that being
the role of the disciplines of history and fair, responsible and lawful was important in
social science in building the knowledge for their conception of the good citizen.
effective citizenship and spoke of the need Upholding or safeguarding democratic
to study “enduring dilemmas” or problems ideals or values featured quite strongly in
of society. the discourse of the Americans but was not
Singaporeans, who were preparing to be apparent in that of the Singaporeans. The
primary teachers, were less likely to put Singaporeans focused on obeying the law,
knowledge at the top of the list of what it being considerate of others and volunteerism
means to be a good citizen. An emphasis on as important values in good citizenship.
values and emotions is consistent with the Consistent with the primary social studies
primary social studies syllabus in Singapore syllabus, Singaporeans were more likely to
at that time. Nonetheless, several speak in terms of a love of country, a sense
participants did emphasize the importance of of loyalty to the nation, and a sense of
knowledge. A particular emphasis was on belonging to and having pride in one‟s
the study of history to understand past country. While there was at least one
decisions, to understand Singapore today, reference to love of country among the

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