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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. [ABSTRACT FROM AUTHOR]

One of the challenges of teaching citizenship is that it can be understood in a variety of quite different ways. Singapore has a centralized education system, where political leaders wield direct influence over citizenship education. Social studies is a major vehicle for citizenship education, with a focus on nation-building. The official discourse on citizenship, while clearly articulated, has still to be implemented by teachers. In a context made complex by globalizing forces, how do teachers understand citizenship? This article reports on social studies teachers' understandings of citizenship in Singapore schools. The study utilized a qualitative case study approach of eight teachers to provide depth and insight into their understanding. Findings revealed four themes, namely identity, participation, awareness of the nation's past, and thinking citizenry, located within the nationalistic, socially concerned and person oriented stances. This reflected a citizenship education landscape in Singapore that, despite tight controls, was not rigid, prescriptive or homogenous. [ABSTRACT FROM AUTHOR]