Question

“There is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitutes at the same time power relation.” (Foucault 1977: 27)

The social construction of knowledge – grounded in power and authority – provides another way of thinking about how diverse forces shape what is taught in schools.

With reference to the above statement, examine how knowledge has been utilized as a political tool in Singapore and appraise the consequences of this politicization.

Student notes

In your argument, you can consider the myriad ways education has been politicized (i.e., through formal curriculum design, citizenship education, school-wide routines/practices, inculcation of discipline and conduct, extracurricular activities, rituals/ceremonies etc.) Remember to identify the various stakeholders involved and discuss the implications of the politicisation of education. You are expected to integrate course materials such as theories and perspectives in your analysis, whilst conducting your own secondary research by accessing the SUSS e-resources (JSTOR, SAGE, Taylor & Francis Online, EBSCO etc. for additional journal articles and books). Government websites, policies, and statistical reports may also be useful. Your arguments should be supported with examples and/or research evidence.

Write your answers in 1,200 words. Please remember to provide the word count and list of references. Be sure to use appropriate academic sources, including your course materials.