Multiculturalism in Malaysian Education

Wilson (2007) stated that Multicultural Education relates to education and instruction designed for the cultures of several different races in an education system. In Malaysian context, multiculturalism is incorporated in the education system to promote equal opportunity in the school, cultural pluralism, alternative lifestyles and respect for those who differ and support for power equity among the different races in Malaysia. The goal of having multicultural education is to contribute progressively and pro actively to the transformation of society and to the application and maintenance of social justice and equity. Multicultural education notes that the schools play important role on laying the foundation for the transformation of society which lead to the elimination of oppression and injustice.

The Ministry of Education has integrated five elements of multiculturalism into the present school curriculum of the education system. Firstly, the Student-Centered Pedagogy, where the students’ experiences are discussed in the classroom to make learning more active, interactive and engaging. One example of this is the discussion on different types of celebrations in Malaysia. Besides that, emphasis is put on critical and creative thinking, learning skills and deep social awareness as well as facts and figures. As there is the diversity of learning styles in the classroom, pedagogy must be flexible to provide equal opportunity for the students to reach their potential as learners.

Secondly, Multicultural curriculum. All subjects must be told from diverse perspective as it relates to accuracy and completeness as well as the curricula studied.

The voices of the students should also be heard as the curricula reflect the diversity of learning styles in the classroom.

Thirdly, teachers are to use education materials which include different voices and perspectives and students are encouraged to think critically about materials and media used in the classroom.

Fourthly, Supportive School and Classroom Climate. Teachers are encouraged to foster a positive classroom climate to cater for all different races. The school administrators are to ensure that the schools produce positive teaching environment to the teachers regardless of their racial background.

Finally, Continual Evaluation and Assessment. The educators are encouraged to evaluate their programs to provide more opportunities to groups traditionally under-represented in schools. For example, encourage Malay students to join the basketball tournament which is usually conquered by the Chinese.