Notions of criticality: Singaporean teachers’ perspectives of critical thinking in social studies

Abstract

In this article we explore the ways critical thinking is conceived by a group of Singaporean social studies teachers, what they see as its purposes as well as perceived constraints to critical thinking and teaching critical thinking in Singapore’s schools. Using a case study research design and constant comparative method we analysed data from teachers’ discussion board entries, observation notes and lesson artefacts from a Master’s class. Findings revealed three key tensions involving teaching critical thinking in an exam culture, uncertainty about what constitutes the ‘out‐of‐bound’, and the issue of professional identity. Each of these tensions intersected and interacted in dynamic ways for teachers and shaped the way they understand and practise critical thinking.