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ERIC Number: EJ1132256
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0142-5692
Reappraising the Pedagogic Device's Evaluative Rules: State-Reformed Examinations of Chinese Middle Schools in Singapore
Wong, Ting-Hong
British Journal of Sociology of Education, v38 n3 p364-383 2017
Bernstein's theory of the pedagogic device has two under-developed elements as far as its treatments of evaluative rules are concerned. It has never explained the processes through which an assessment's hegemony is erected, and it overlooks the fact that evaluations can also be crucial apparatuses in social selection and exclusion. Using the historical example of state exam reforms on Chinese middle schools from the late-1950s to the mid-1960s, I seek to rectify these deficiencies in this article. I contend that assessments could actualize official pedagogic discourse more effectively when they also exert profound impacts on allocation of valued social positions and educational opportunities. My contention is illustrated by the case of postwar Singapore, where the ruling regime had more success in replacing the Sino-centric pedagogic discourse of Chinese institutions with a more Singaporean-centered one after state-run exams targeted to students' futures in education and employment were imposed.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore