Blaming Vernacular Schools For Racial Disharmony: Why Does This Belief Persist?
(Malaysian Digest) – Bumiputra students who attend vernacular school have a competitive advantage. The command of Mandarin helps them to build solidarity between races and communicate better, thereby helping to promote interracial interactions and respect.
THE proposal to abolish vernacular schools in the country has again resurfaced. Every year, the same old argument that vernacular schools produce ‘unpatriotic’ students crop up and the predictable call to shut them down makes the news, again. The view that vernacular school should be replaced by single-stream schools has been recycled for political mileage so many times, the danger is that this view, no matter how unfounded, will begin to gain support like an urban myth based on fear, distrust and a lack of real understanding.
However, the recent public assurance by Prime Minister Datuk Seri Najib Razak that vernacular schools are here to stay, followed by his 2015 budget allocation of RM50 billion each to Chinese and Tamil vernacular schools last week seems to have settled the dust on the issue, for now.
This was further supported by UMNO Youth Chief Khairy Jamaluddin’s statement to the media that raising objections over vernacular schools is a convenient excuse for ambitious politicians to gain political spotlight and no one should doubt that the Federal Government approved of the multi-stream school system and appreciates the role of vernacular schools. This seems like a strongly worded support to silence all dissenters.
So, why does this belief that vernacular schools foster disunity, breed racial divide and promote anti-establishment continue to persist, year after year? Could it simply be a fear of the unknown, racial prejudice and stereotyping which happens when the belief is based on anecdotes and conjecture, rather than real facts and actual experience?
What do the detractors have to say?
Whenever talk of abolishing vernacular schools come up, the name Prof. Emeritus Tan Sri Dr Khoo Kay Kim is touted about. The social historian is well-known for his championing of single-stream schools in Malaysia, he has long held to his view that Chinese and Indians should give up the use of their mother-tongue language as the medium of instruction in their schools in favour of the one school education system for the sake of peace in the country.
Prof. Emeritus Tan Sri Dr Khoo Kay Kim – Pic: dinmerican.wordpress.com
To be fair, his suggestion is balanced by the observation that single-stream schools have to be significantly enhanced first to accommodate the mother-tongue languages requirements of non-Malay races as well as their cultural and religious beliefs.
Others who have joined the ‘abolish vernacular schools’ chorus this year include the NewGen Party Malaysia, whose founder, Gobi was quoted an online news portal as saying that religious and vernacular schools must be replaced with a single-stream school system as early as pre-school, saying that the best way to promote national unity is to start from young.
GPMS Alumni Organization, even some federal ministers and several UMNO division chiefs have variously voiced their opposition to vernacular schools, claiming they no longer have useful role in Malaysian society today, including the latest by UMNO Petaling Jaya Utara division deputy head Mohamad Azli Mohemed Saad and his call to discuss the vernacular school issue in the upcoming UMNO general assembly, which ignited the current controversy.
Are vernacular schools no longer playing a useful role in Malaysia? If that is the case, why do public feedback show an increased demand for SRJK education, even by non-Chinese parents?
According to Chinese Educationist Dr. Kua Kia Soong, who wrote The Chinese Schools of Malaysia, there were already close to 70,000 non-Chinese Malaysian pupils in Chinese-medium primary schools in 1998, with the numbers rising. Although the Federal Government no longer publishes the racial percentages in vernacular schools, most SRJK school principals would unofficially estimate registering a 5% to 10 % hike in the enrolment of non-Chinese Malaysian students, year on year.
Debunking the myth
Why don’t we hear from actual non-Chinese students, parents and teachers of the vernacular school system? Is it true that more and more non-Chinese Malaysian parents are abandoning national schools for vernacular schools?
A Malay student who attended vernacular school for her primary education (2002-2007), shared her firsthand opinion on this issue when met by Malaysian Digest in an interview recently.
Noor Athirah Bt Abdullah, 24, is an ex-student of SRJK (C) Khay Boon, Rantau Panjang, Kelantan.Noor Athirah Bt Abdullah (pix), 24, is an ex-student of SRJK (C) Khay Boon, Rantau Panjang, Kelantan.
When asked about her experiences being a vernacular school student, she told Malaysian Digest that the never-ending debate from different quarters to abolish vernacular schools is simply unwise.
“When we talk about fostering patriotism and racial harmony, some people have misconceptions that vernacular schools tend to breed hatred and racial sentiments. In fact, as an ex-student of a vernacular school, I must say we [non-Chinese students] were very well taught and treated in an equitable manner.
“Contrary to popular opinion, I actually mingled very well with my schoolmates and we were very close. As I was brought up mixing with my Chinese friends, it helped me to understand them better especially in terms of their culture, traditions, and beliefs. Frankly speaking, I admired the way they learnt, given the seriousness and diligence they show when it comes to education [no cynicism intended],” she said.
Athirah added that: “For parents out there who are skeptical of vernacular education, I must say Chinese schools play a crucial role. Athirah represented her school for a competition in Hong Kong, 2008 to promote racial harmony to their students, and I can vouch for that. Being fluent in Mandarin helped me to bridge the gap with my friends and it also offers numerous benefits as well as opportunities.”
Athirah added that with the command of many languages, she was awarded Belia Terbaik Malaysia 2008 (Outstanding Youth Award 2008), beating some 200,000 Malaysian Red Crescent Society (MRC) contestants nationwide, adding that she also had the chance to represent her school to Hong Kong for a competition.
“Being able to speak Mandarin offers me many practical and aspirational benefits. For example, it helps me to communicate effectively and deal better with Chinese businessmen or investors from China,” Athirah stressed.
Malaysian Digest also spoke to Mahadhir bin Masir, 33, who sends his 7-year-old daughter, Siti Aishah bte Mahadhir to a vernacular school – SRJK (C) Khuen Hean, Perak.
“Personally, I am of the opinion that bumiputra students who attend vernacular school have a competitive advantage. The command of Mandarin helps them to build solidarity between races and communicate better, thereby helping to promote interracial interactions and respect.
“I completely disagree with the claim saying that vernacular schools are the breeding ground to spread racial sentiments and encourage national disunity. It has nothing to do with the education system in vernacular schools at all,” said the father of two.
When asked the reason why vernacular school is his preferred option, Mahadhir said it is because they are seen as providing better quality education especially in terms of discipline, performance and seriousness of the teacher. For example, the methods of teaching in vernacular schools are different from those of national schools especially in Mathematics, which is comparatively more effective.
“Vernacular schools should not be seen as the main factor that contributes to racial disharmony in the country. Instead, the root cause of the problem must be addressed accordingly, not by focusing on unrelated subject which is often seen as an attempt to sway the public from bigger issue at hand,” he remarked.
From the perspective of vernacular school educators
In looking into the matter, Malaysian Digest spoke to Siau King Ling, 60, the headmistress of SRJK (C) Khuen Hean, Perak.
When asked if she agrees that vernacular schools are the platform to spread hatred and anti-government sentiments, she strongly opposes it by describing that claim as completely preposterous.
“As you can see today, vernacular schools are bursting at the steams with the increase of students from different races. Non-Chinese students like Malay and Indian are on the rise each year; quite a number of them are from families whose parents are professionals.
“Those who believe vernacular schools breed anti-government sentiments and encourage racial disharmony are those who have shallow understanding of education, which are often misleading,” said the headmistress, who has 37 years of teaching experience.
Vernacular schools should be seen as an asset to the nation
As we talk about vernacular education, let us make sure that 1Malaysia concept is practiced. Vernacular schools do not only confine to Chinese schools but it also includes Tamil schools and it deserves equal attention from the Federal Government.
Moving forward, vernacular education in the country, SRJK (C) and SRJK (T) alike, should be seen as a reinforcing agent to nation-building as the cultural diversity we have are actually a collective strength for Malaysia to forge ahead toward greater heights.
According to Centre for Public Policy Studies (CPPS) which published a report on vernacular schools in Malaysia in 2012, there are about 1,200 Chinese primary schools and about 523 Tamil schools in Malaysia attended by over 650,000 Malaysian children. This is a huge number of students and shows the strength and popularity of vernacular schools.
We should see vernacular schools as our assets and an advantage to the betterment of our society and nation as a whole and therefore, positive developments of vernacular education – SRJK (C) and SRJK (T) in the country must be ensured.
