The Integration of Multiculturalism Elements Into the Present School Curriculum in Malaysia

Ng Kam Wong (2006) described that “multiculturalism as the best modus vivendi for developing a national expresses unity in diversity and equality for all peoples regardless of their religion”. In order to do this, nation building becomes important to the Ministry of Education through its educational approach aiming at inculcating a sense of Malaysian-ness and patriotism among the students from different racial backgrounds. Though there were some tetchy problems that the Ministry had to face in the process of integrating multiculturalism in the education system, mostly from the political parties which were obsessed to protect the interest of their “exclusive heritage”, we have seen some successful instances where multiculturalism managed to bring the diversified students together.

Graham Brown (2005) stated “Political theorists concerned with multicultural societies broadly concur that education-particularly the fields of citizenship and history – plays a vital role in promoting good inter ethnic relations, but quite what form this education should take is a matter of dispute” William Gaston (1991) proposed that the inculcation of positive attitude can be achieved through “moralizing history: a pantheon of heroes who confer legitimacy on central institutions and are worthy of emulation”. Nevertheless, “some degree of “sanitization’ of education may be necessary in promoting a national identity’ as hinted by Brown.

The Ministry of Education’s initial step towards the building of the Malaysian nation was to make the teaching of the Rukunegara compulsory through the Civics subject. The students were reminded of the important of the following specific objectives:

1. To foster loyalty and love for the country
2. To cultivate consideration for others of different racial origins and creeds
3. To develop self-reliance
4. To develop an innovative attitude and
5. To develop correct social conduct, good behavior and morality

Next, the Ministry introduced the teaching of Moral Education as a subject which focuses on the main areas of citizenship education. The subject is structured into five values:

1. Values relating to self-development
2. Values relating to self and family
3. Values relating to self and society
4. Values relating to self and environment and
5. Values relating to self and country

By exposing the students to the instruction of these values, the Ministry aspires to produce students who understand their roles and responsibilities in a multi-ethnic society.

Another example where multiculturalism has influenced the education system is the teaching of Local Studies (History alike) in primary schools and History in secondary schools. Brown perceived that “Malaysian educationalists are clearly aware of the importance of the subject as a source of citizenship ideals and “patriotism’ as stated in the History curriculum, “the main focus of the History curriculum is directed towards instilling a patriotic spirit”. In Local Studies, students learn about ethnic and religious diversity, the Malaysian features of ethnic relations, including Malay “special rights” and the position of Islam and the Malay language in the Constitution. They are also encouraged to share their own customs and rituals with other students and they are made aware of different cultures and religions in the country and reminded to have respect for these differences. The teaching of Local Studies is formulated around the historical themes: ethnic harmony, development and the importance of leadership and political stability. These themes are also repeated in the teaching of History in secondary schools. At the end of the day, the Ministry of Education anticipates to generate students who have the following characteristics:

1. Pride in being Malaysian
2. The spirit of loyalty to the nation
3. The spirit of “we-ness” (kekitaan)
4. Discipline and
5. Industriousness and productivity

Ravitch (1991) highlighted, “Multicultural education can assist a society in being more tolerant, inclusive, and equitable, recognizing that the whole is rich with many contributing parts.” Seeing that education is the agent of change in the diversified society, the educational programs that the Ministry of Education produced aim at changing the attitude of the society from mono cultural to multicultural and from the ignorant to the well informed. Until today, we can see that these measures have succeeded to prevent the racial conflicts such as May 1969 from being repeated.

Reference:

Aldridge, Jerry (2000) 15 Misconceptions About Multicultural Education. Retrieved 7 March 2007 from http://www.acei.org/misconceptions.htm

Brown, Graham (2005) Making Ethnic Citizens: The Politics and Practice of Education in Malaysia: CRISE Working Paper no.23. Retrieved 7 March 2007 from http://www.crise.ox.ac.uk/

Mohamad, Marzuki (2006) Nothing Wrong With Multiculturalism? Retrieved 7 March 2007 from http://myislamnetwork.net/portal/modules/news/

article.php?storyid=92

Ornstein, Allan. C. (1993) Curriculum: Foundations, Principles And Theory. 2nd Edition. United States: Allyn And Bacon