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The history of modern Chinese schools in Peninsular Malaysia is a story of conflicts between Chinese domiciled there and different governments that happened or happen to rule the land. Before the days of the Pacific War, the British found the Chinese schools troublesome because of their pro-China political activities. They established measures to control them. When the Japanese ruled the Malay Peninsula, they closed down all the Chinese schools. After the Pacific War, for a decade, the British sought to convert the Chinese schools into English schools. The Chinese schools decoupled themselves from China and survived. A Malay-dominated government of independent Peninsular Malaysia allowed Chinese primary schools to continue, but finally changed many Chinese secondary schools into National Type Secondary Schools using Malay as the main medium of instruction. Those that remained independent, along with Chinese colleges, continued without government assistance. The Chinese community today continues to safeguard its educational institutions to ensure they survive.
This book explores the ways in which language and education policies have contributed to the development of national integration in Malaysia, by examining whether and how policies have succeeded in forming a middle ground. Considered through the lenses of policy-making structure and achievement, this volume examines the relationships between the formation of a middle ground in language and education policies and the political structure, economic growth strategies and social system. It then goes on to explore the extent to which these policies have contributed to national integration whilst providing a valuable discussion on the complexities involved in developing a consistent policy framework. Drawing on research surveys of Malay proficiency amongst ethnic Chinese people, it ultimately demonstrates how the unification of education streams has contributed to the spread of the Malay language as a major medium of inter-ethnic communication within the Chinese community. As the most up-to-date study of contemporary Malaysian politics, focusing on the issue of national integration, this book will appeal to students and scholars of Southeast Asian politics, ethnicity, and education policy.
Education in multiethnic societies is a subject of considerable debates in almost all parts of the world. These debates have invoked strongly-felt positions between competing ethnic groups over a host of issues that have a profound impact on the nation building process. Apart from deep-seated issues arising from contrasting internal demands over educational rights and equality, emerging issues arising from external influences such as the global spread of English as a result of globalisation have also impacted the nation building process of multiethnic societies. It is against this context that educational issues in multiethnic societies merit our attention. In the case of Malaysia, discourses over these issues are particularly intense and hotly contested by the different ethnic groups. This is primarily because of the extreme difficulties in mediating these complicated issues which are impinged by competing socio-cultural, economic and political interests. This book explores the contested terrains of education in multiethnic Malaysia. It comprises seven chapters that cover three crucial areas of educational provisions and delivery, namely education of ethnic minorities, education and national integration, and educational language policy. These three crucial areas are often the prime concerns of policy makers in multiethnic societies who have to tread a thin line in resolving these issues which are underpinned by intense coterminous interests and inter-ethnic competition, and having the potential to generate conflicts, contestation and power struggle. As far as the Malaysian policy makers are concerned, their efforts in resolving these issues have not been overly successful. It is most unfortunate that their policy decisions are at times influenced by competing political and ethnic interests rather than guided by sound theoretical underpinnings that could put the educational development of the country on a stronger platform and a clearer trajectory.
Chinese education in Malaysia has come a long way since the nineteenth century. The Chinese had brought their traditional mode of education to Malaya, which was modernised following new political developments in China. The postcolonial period saw the restructuring of education, which resulted in the acceptance of Chinese primary schools into the national educational system and the conversion of Chinese secondary schools to national-medium schools. Despite this, the development of these schools, especially the Chinese primary schools, has not been fully supported by the government and there are also measures that could lead to a change in their character. Meanwhile, the development of Independent Chinese Secondary Schools has been lacklustre and it was only in the early 2000s that they began to show impressive growth. But the strong emergence of international schools beginning in the mid-1990s might pose a threat to this impressive growth. As for the aspirations of the Chinese educationists to establish a Chinese institution of higher learning since the second half of the 1960s, their efforts were blocked by the government until the 1990s when they managed to establish a private college to create a complete system of Chinese education in Malaysia. This book is essential reading for anyone hoping to study the development of the Malaysian Chinese education system in greater detail.
Transnational skilled migrants are often thought of as privileged migrants with flexible citizenship. This book challenges this assumption by examining the diverse migration trajectories, experiences and dilemmas faced by tertiary-educated mobile Malaysian migrants through a postcolonial lens. It argues that mobile Malaysians’ culture of migration can be understood as an outcome and consequence of British colonial legacies – of race, education, and citizenship – inherited and exacerbated by the post-colonial Malaysian state. Drawing from archival research and interviews with respondents in Singapore, United Kingdom, and Malaysia, this book examines how mobile Malaysians make sense of their migration lives, and contextualizes their stories to the broader socio-political structures in colonial Malaya and post-colonial Malaysia. Showing how legacies of colonialism initiate, facilitate, and propagate migration in a multi-ethnic, post-colonial migrant-sending country beyond the end of colonial rule, this text is a key read for scholars of migration, citizenship, ethnicity, nationalism and postcolonialism.
The existence of an ethnic divide is a common problem in multiethnic societies, more so when these societies are straddled with contradictions reflected in their socioeconomic and political composition and configuration. The existence of an ethnic divide in the educational sector is most unfortunate since one of the fundamental purposes of schooling in multiethnic societies is to achieve a common process of socialisation and enculturation among the different ethnic group to achieve a strong sense of social cohesion. While Malaysia has aspired to provide a common or uniform system of schooling for the different ethnic groups since Independence, such an aspiration was however compromised by the co-existence of alternative pathways of education that are divided along ethnic lines. There are four dimensions underpinning these ethnic divisions, namely linguistic, preferential, religious and class. This monograph explores the emergence and subsequent developments of these alternative pathways of education and their impact on Malaysia’s nation-building process.
"Child labour is a widespread global phenomenon, and is often regarded as a form of child abuse or exploitation of children. Many international bodies such as the United Nations (UN) and the International Labour Organisation (ILO) have included the abolition of child labour on their agenda." "This in-depth study shows the complexity surrounding the issue of child labour. It reveals that child labour may not be a consequence of poverty which most previous studies emphasised. The law on child labour should be modified to take into consideration other factors such as culture, education system and social environment that are important determinants of child labour." "It is written in an anthropological style with no jargons and for the reading pleasure of both academicians and general public. It is a book for those who are concerned with the Malaysian education, system, culture and the prospect of future generation."--BOOK JACKET.