Suchergebnisse

Abstract
THE ETHICS OF PATRIOTISM: A DEBATE, JOHN KLEINIG, SIMON KELLER AND IGOR PRIMORATZ (2015) West Sussex: Wiley-Blackwell, 189 pp., ISBN: 9780470658857, p/bk, £23.50
GLOBAL CITIZENSHIP EDUCATION AND THE CRISES OF MULTICULTURALISM: COMPARATIVE PERSPECTIVES, MASSIMILIANO TAROZZI AND CARLOS ALBERTO TORRES (2016) London: Bloomsbury, 240 pp. ISBN: 9781474235976, h/bk £94.99

This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2016.1142425 ; Critical patriotism is an ideal in many liberal Western nations. Few studies, however, explore how teachers understand and teach critical patriotism and the possible tensions arising from its adoption, especially in non-Western contexts. This qualitative case study explores the understandings and practices of two Social Studies teachers from an elite girls' school in Singapore to understand how they negotiate the tensions that arise when critical thinking and patriotism meet. The findings show that the teachers perceive little contradiction between patriotism and critical thinking and hence, generally taught in line with democratic citizenship education. They encouraged students to discuss controversial policies, brought in diverse perspectives and challenged the status quo. However, sensitive to the socio-political context in Singapore, they sought consensus instead of contestation, gradual change instead of radical change, in contrast to the spirit of critical patriotism. These findings suggest that in Singapore, where communitarian values are promoted, critical patriotism was expressed differently. Constructive patriotism may be a better term to describe the type of patriotism observed in the teachers.

Abstract
In 1965 Singapore became independent after a two-year merger with Malaysia and over 100 years of British colonization. Since then, the government has been inculcating patriotism in its citizens through educational policies such as the introduction of Social Studies at secondary school. This process of education for patriotism is interesting in the case of Singapore in two respects: how teachers understand the link between patriotism and loyalty to the government; and whether teachers dare to cross boundaries to engage students in discussions that may challenge pro-government views. This study explores the perceptions and practices of three Social Studies teachers to address two issues. First, how do Social Studies teachers understand 'patriotism'? Second, how do they teach it within or beyond boundaries? The findings show that teachers did not think that patriotism meant loyalty to the government; instead it meant loyalty to one another as Singapore citizens. Though the translation of teachers' understandings of patriotism into the classroom differed from teacher to teacher, in terms of helping students think critically, there were elements of crossing the boundaries set by the ruling party.

Purpose. To identify: (1) alternate professions being considered by nurses, and (2) potential policy levers to retain them. Methods. This study describes responses to a subset of questions on a survey of nearly 15,000 nurses in British Columbia. Participants expressing intent to leave were asked what other professional options they were considering, and what changes they would need to keep them in nursing. We used thematic analysis to identify themes and sub-themes of participant responses. Results. Fewer than one in five nurses expressed intent to stay in the profession for more than two years. Participants cited a wide variety of other professional options available to them; the most commonly cited category was 'anything but nursing'. When asked what they needed to stay in nursing, participants described improvements in compensation, safe staffing, work/life balance, workplace culture, physical and psychological safety, and opportunities for advancement.