The right to know one’s history
No attempt has been made to discuss the early history of our nation. The influence of early Hindu-Buddhist empires such as Kedaram, Majapahit and Srivijaya dating from the 2nd to the 14th century which collectively have shaped the lineage, language and cultural norms of the nation have been omitted.
By Mrs. Sheela
The teaching of History at the secondary school level is shrouded in controversy due to the apparent inaccuracies, biased representations and distortion of facts.
At the primary school level, Malaysian history which is examined in the subject ‘Kajian Tempatan’ (local studies) fares no better.
Consider the subject matter and emphasis taught at the Year 5 level. A government approved textbook comprising 98 pages focuses on two main segments or themes i.e. ‘Tema mengenal negara kita’ (to know our country) and ‘Tema sejarah negara kita’ (the history of our nation). In the first segment, seven pages are devoted to Malaysia’s geographical position, 11 pages to topography, 16 pages to climatic conditions and another 13 pages to wildlife, flora and fauna. Well and good.
However, in the next segment, the history of our nation begins with introduction of the Melaka sultanate in the 15th century. Some 25 pages are devoted to this subject matter, giving it a weightage of about 53% of this segment!
The history of Sarawak is discussed in a mere six pages whilst the history of Sabah is explored in seven pages. The glories and virtues of the Melaka sultanate are extolled at length, to the exclusion of other states. The histories of other states are not featured prominently but are mentioned in passing as a result of the expansion of the Melaka sultanate to those states.
No attempt has been made to discuss the early history of our nation. The influence of early Hindu-Buddhist empires such as Kedaram, Majapahit and Srivijaya dating from the 2nd to the 14th century which collectively have shaped the lineage, language and cultural norms of the nation have been omitted.
