Moulding student mental health in Singapore's Character and Citizenship Education: projected pedagogic identities

This paper examines the official pedagogic discourse communicating the explicit inclusion of Mental Health (MH) education in Singapore's revised 2021 Character and Citizenship (CCE2021) curriculum within Singapore's state-driven educational context of decentralised centralism. By adapting...

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Bibliographic Details
Published in:Pedagogy, culture & society culture & society, 2025-01, Vol.33 (1), p.305-328
Main Authors: Nah, Dominic, Lim, Li Yin, Anwar, Nur Diyanah, Sim, Jasmine B.-Y.
Format: Article
Language:English
Subjects:
Basil Bernstein
character education
Citizenship
Citizenship Education
Community College Students
Educational Change
Mental health
Mental health education
official pedagogic identities
Resilience (Psychology)
Security (Psychology)
Singapore
Students
Well Being
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Summary:This paper examines the official pedagogic discourse communicating the explicit inclusion of Mental Health (MH) education in Singapore's revised 2021 Character and Citizenship (CCE2021) curriculum within Singapore's state-driven educational context of decentralised centralism. By adapting Basil Bernstein's theoretical work on pedagogic discourse - using William Tyler's typology of Bernstein's 'Pedagogic Codes' and 'Official Pedagogic Identities' - our findings reveal how MH in CCE2021 projects different, simultaneous student identities. These include retrospective identities of students as resilient, community-minded citizens; prospective identities of students as vulnerable cyber users requiring explicit guidance for their future-readiness; de-centred therapeutic identities of students as reflective, self-actualising students requiring psychological safety; and de-centred market identities of students as trained advocates and community first responders. Together, they generate a tension where therapeutic identities are positioned as prerequisite to the other identities, subsuming individual well-being within community well-being, and conflating the intrinsic good of personal resilience with instrumental notions of future-readiness. This expresses a paradox where state-student social relations are both transformed and continued, as concerns of student confidentiality and efficacy of help-seeking efforts persist. Overall, we contend the educational reform of MH in CCE2021 accommodates rather than reconciles progressive concerns of youth mental health with neoliberal state imperatives.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2023.2260390