Abstract
Drawing on individual interviews with 24 students from three secondary schools and an examination of official curricular documents and materials, this study investigates how Singapore, a young, diverse, postcolonial nation with a history of ethnic and religious conflict, manages the promotion of a common national identity, ethnic and religious diversity, and global perspectives. The study critically examines the Singapore state’s deliberate attempts to incorporate both global and multicultural perspectives into the secondary Social Studies curriculum, particularly through the use of international case studies.
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