The Challenges in Guaranteeing a Liberal Approach Towards Malaysia’s Rich Cultural Heritage – An Education Framework Perspective
The idea of scrapping vernacular schools will be met with resistance from various groups. When representatives of one race advocate something that is perceived to be a ‘threat’ to another community, they will instantly be labeled as racists – that is a given.
Dinesh Nair
The challenges facing Malaysia is peculiar in comparison to most other nations. We have a population that constitutes three major-ethnic communities and tens of sub-ethnic communities. Given the diversity, Malaysia is a country that is rich in cultural elements. Sadly, this diversity also provides opportunities for those with political agendas to conveniently create divisions – divide and rule. As such, we are faced with a dilemma. Simply put, we are victims of a ‘doubled-edged sword’ scenario.
The first step towards achieving unity in its purest sense would be to abolish vernacular schools.
The underlying framework of these schools by itself endorses segregation. If we were to allow young Malaysians to be confined within members of their own race at such a young age, how would the transition be after the age of 12 when they will be forced to move into an integrated secondary school?
Inevitably, ‘clans’ would be formed and that would give birth to suspicious minds due to the fact that each group wouldn’t understand what is being discussed by the other.
The sanctity of Bahasa Malaysia as the official medium of teaching/conversation should be upheld to establish a national identity and the English Language should be prioritized equally given its importance in the age of globalization. Basic Tamil and Mandarin should be made compulsory to all students – even if it’s as little as a slot or two a week. (Those who are interested can opt to attend POL classes to polish their skills.) This will also help in cross-community cultural teaching.
I believe that ‘Liberal Malaysians’ (for the lack of a better word) who see themselves as Malaysians First would subscribe to this ideology. Barring stereotypical judgments, it also has to be noted that Malaysians are often emotionally-induced by rhetoric. The idea of scrapping vernacular schools will be met with resistance from various groups. When representatives of one race advocate something that is perceived to be a ‘threat’ to another community, they will instantly be labeled as racists – that is a given.
The strategic way to go about it is to implement a first-tier programme whereby an individual sets up a committee that constitutes like-minded members within his/her community and sell the idea of a ‘national identity’. I see that as the first-tier plan. The second-tier would be to completely eliminate communal thinking and work on the next agenda whereby an individual of a particular race fights for the rights of someone of another race. That will both imply and amplify unity – that we are Malaysians first and will stand up for a fellow Malaysian when the need arises. We are ‘Malays’, ‘Chinese’, ‘Indians’ , ‘Ibans’ and ‘Kadazans’ second. I prefer the latter as it is idealistic but I think the former will establish the platform for us to hit the latter (the second-tier).In my view, it is a strategic process without a blanket solution.
* I am aware that the contention that revolves around the abolishment of vernacular schools boils down to quality. If they are abolished, there should be serious reconstructiion in modules/training method in national schools to ensure quality control.
Dinesh Nair
