Volume 20, Issue 3
  • ISSN 1569-2159
  • E-ISSN: 1569-9862
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This paper examines how, within the context of meritocracy, a highly differentiated education system can coexist with assertions of equal opportunity. Drawing on the example of Singapore’s education policy texts from 1991 to 2012, the paper exemplifies and expands the analytical potential of a micro-meso-macro movements framework with which to critically engage the discursive role of neo-liberal metaphors in ameliorating the tension of providing ‘equal opportunities’ between students who will undertake the university pathway and those who will have to undergo vocational training. Based on the interconnected discourses of -choice and -skills through a more flexible system, the analytical development of these two simultaneous micro-meso-macro movements demonstrates how the playing field is levelled, and competition for society’s occupations and academic progression is fair even for Vocational and Industrial Training Board Act (VITB) trainees.


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