Research
Publications:
Baildon, M. C. & Alviar-Martin, T. (in press). Taming cosmopolitanism: The limits
of national and neoliberal civic education in two global cities. Asia Pacific Journal
of Education
Alviar-Martin, T.& Baildon, M. C. (2019). Issues-centered global citizenship education
in Asia: Theoretical discourses and curricular considerations. In N. Leviste (Ed.).
Education for a globalizing Asia: Challenges and opportunities.(pp. x-x).Manila, Philippines:
Ateneo University Press.
Baildon, M. C., Alviar-Martin, T., Bott, S., & Lam, H.-W. (2018). Acomparative case
study of international schools in Singapore and Hong Kong: Studying global issues
as ethical/political practice. In A. Rapaport (Ed.), Competing frameworks: National
and global incitizenship education (pp. 31-54).Charlotte, NC: Information Age.
Alviar-Martin, T.(2018). Culture and Citizenship. In I. Davies, L.-C. Ho, D. Kiwan,
C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), Palgrave handbook of global citizenship
and education. (pp. 347-361). London: Palgrave Macmillan.
Alviar-Martin, T. & Baildon, M. C. (2018). Global citizenship in Asia. In K.J. Kennedy
& J.C.K. Lee, (Eds.). Routledge international handbook on schools and schooling in
Asia (pp. 600-609). London: Routledge, Taylor & Francis Group.
Baildon, M. C. & Alviar-Martin, T. (2017). Social Studies Teacher Education in a Global
Society: International Perspectives.In C. Martell (Ed.), Research in social studies
teacher education: Critical issues and current perspectives(pp. 77-99). Charlotte:
Information Age.
Alviar-Martin, T.& Baildon, M. C. (2017). Deliberating values for global citizenship:
A study of Hong Kong's Liberal Studies and Singapore's Social Studies curricula. S.
Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Education for the 21st century: Perspectives,
policies, and practices from around the world(pp. 73-92). New York: Springer.
Alviar-Martin, T. & Baildon, M. C. (2016). Context and curriculum in two global cities:
A study of discourses of citizenship in Hong Kong and Singapore. Education Policy
Analysis Archives, 24 (56), na.-n.a.
Alviar-Martin, T. & Baildon, M. C. (2016). Issues-centered global citizenship education
in Asia: Curricular challenges and possibilities in nation-centric and neoliberal
times. Curriculum Perspectives, 36 (2), 65-75.
Ho, L.C., Alviar-Martin, T., & Leviste, E. (2014). “There is Space, and There are
Limits”: The Challenge of Teaching Controversial Topics in an Illiberal Democracy. Teachers
College Record, 116 (5), 1-28.
Saito, E., Alviar-Martin, T., & Khong T. D. H. (2014). How can we teach the old foe’s
wounds? Analysis of descriptions of the Japanese occupation and the atomic bombs in
Vietnamese and Singaporean textbooks. In Baildon, M., Loh, K.S., Lim, I. M., İnanç,
G., & Jaffar, J. (Eds.), Controversial history education: History textbook controversies
and teaching historical controversy in Asian contexts (pp. 75-91). New York: Routledge.
Lam, C. C., Alviar-Martin, T., Adler, S., & Sim, J. B.-Y. (2013). Curriculum integration
in Singapore: Teachers’ perspectives and practice. Teaching and Teacher Education,
31, 23-34.
Alviar-Martin, T. Ho, L.C., Sim, J. B.-Y., & Yap, P.S. (2012). The ecologies of civic
competence: Student and teacher perceptions from one Singapore school. Asia-Pacific
Journal of Education, 32(4), 473-88.
Alviar-Martin, T. (2012). International schools and cultural diversity. In J.A. Banks
(Ed.), Encyclopedia of diversity in education. (pp. 1248–52). Thousand Oaks, CA: Sage.
Alviar-Martin, T. & Ho, L.C. (2011). “So where do they fit in?” Teachers’ perspectives
of multicultural education and diversity in Singapore. Teaching and Teacher Education.
27, 127-135.
Ho, L.C., Alviar-Martin, T., Sim, J. B.-Y., & Yap, P.S. (2011). Civic disparities:
Exploring students’ perceptions of citizenship within Singapore’s academic tracks.
Theory and Research in Social Education. 39,2, 203-237.
Ho, L.C., Sim, J. B.-Y., & Alviar-Martin, T. (2011). Interrogating differentiated
citizenship education: Students’ perceptions of citizenship, rights, and governance
in two Singapore schools. Education, Citizenship, and Social Justice. 6, 3, 265-276
Alviar-Martin, T. (2010/2011). Reconciling multiple conceptions of citizenship: International
school teachers’ beliefs and practice. Journal of Education.191, 3, 49-59.
Alviar-Martin, T. & Usher, E.L. (2010). Enacting democratic pedagogy in two international
schools. In F. Salili & R. Hoosain. (Eds.), Democracy and multicultural education.(pp.
293-318). Charlotte, NC: Information Age.
Ho, L.C. & Alviar-Martin, T. (2010). Between self and state: Social studies teachers’
perspectives of diversity in Singapore. Journal of International Social Studies. 1,
1, 21-33.
Alviar-Martin, T., Randall, J., Usher, E.L. & Engelhard, G. (2008). Teaching civic
topics in four societies: Examining national context and teacher confidence. The Journal
of Educational Research.101, 3, 177-188.
Hahn, C.L. & Alviar-Martin, T. (2008). International political socialization research.
In L. Levstik & C. Tyson. (Eds.), Handbook of social studies research. pp. 81-108.New
York, NY: Routledge.
