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A comparative study of GCE and international curricula in Singapore and Australia

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  • Hameed, Suraiya

Abstract

This paper is a comparative analysis of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia, focusing on the implementation of GCE practices through the adoption of international education models - the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) respectively, to create hybrid curricula. The research findings indicate that the curriculum and resources, school culture, school leaders’ and teachers’ values, as well as the utilisation of human and financial resources all influence how the schools engage with GCE in their quest towards internationalisation. A key overarching finding of the research relates to the tensions between critical democratic and educational domains and neo-liberal market rationales, which had significantly affected the schools’ decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, both schools were equally mindful about being distinctive and remaining competitive within their educational markets.

Suggested Citation

  • Hameed, Suraiya, 2020. "A comparative study of GCE and international curricula in Singapore and Australia," International Journal of Educational Development, Elsevier, vol. 78(C).
    • Handle: RePEc:eee:injoed:v:78:y:2020:i:c:s0738059320304077
    DOI: 10.1016/j.ijedudev.2020.102248
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    Cited by:

    1. Wu, Xi & Zhang, Yanan, 2024. "Effects of individual attributes, family background, and school context on students’ global competence: Insights from the OECD PISA 2018," International Journal of Educational Development, Elsevier, vol. 106(C).
    2. Dahl, Kari Kragh Blume, 2024. "‘Doubly situated teacher professionalism’: School culture, personal narrations and becoming a teacher in Danish schools," International Journal of Educational Development, Elsevier, vol. 107(C).

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