challenges in malaysian classroom
TRANSCRIPT
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Challenges in Malaysian classroom
2.1 Sense of Belonging in the Same Ethnic Group.
A typical Malaysian classroom has students from many kinds of races. Either it be the
Malays, Chinese, Kadazans or Indians, they mostly are put together in one classroom.
Problems arise hen these students tend to group themsel!es according to their races. It is a
common sight hen students are belongs to groups ith only one race. "ome people might
!ie this situation as harmless but if left unattended, it ill be much harder for teachers to foster
unity among Malaysians especially in school.
#eacher can start addressing this problem from le!el one pupil. #his in!ol!es those ho
are aged from $ to % years old. At this age, pupils may not be able to recognize the differences
among themsel!es. In fact, teacher should seize this opportunity to instil tolerance and
acceptance toards other races ith much aareness of their on cultures. Perhaps teacher
can conduct more group orks and di!ide the class herself. &i!ide the class accordingly and let
the pupils get use to be in a group ith different races. #his type of grouping ould be a good
chance for students to get to kno each other and as time passes, students ill probably get
used to mi' ith other races. According to (ang )*++$, it as human nature to fulfil one of their
basic needs that as social acceptance. In school conte't, social acceptance can be
considered as sense of belonging.
#he idea of creating a non-threatening classroom seems hard but if a teacher is able to
pull it off, students ill feel accepted and comfortable. It ill be much easier for students to open
up to each other and blend in ell.
2.2 Culture Barriers
#his ould be the number one and the biggest challenge in teaching a multicultural
classroom. Culture barriers are barriers brought about by cultural differences )Muzafar, *++.
/hen talking about cultural differences, one must consider not only the languages, but also the
customs, beliefs and clothing. #hese aspects differ in e!ery race. It becomes a problem in the
classroom hen students start comparing or e!en orse0 they start to 1uestion each other2s
cultures. #eacher ould not ant this type of problem to prolong. #hat is hy teacher must think
of ays to sol!e.
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3ne of the most difficult challenges for multicultural classroom is the festi!e seasons that
occur in many childhood programs0 4ari 5aya, Chinese 6e 7ear, &eepa!ali, Kaamatan and
other !arious ceremonial days. #he solution to this dilemma is to-fold8 celebrate these and
other e!ents in an inclusi!e ay here all children can participate, learn, and en9oy the acti!ity
and * support multiracial and multi-ethnic children:s celebration of each part of their heritage.
3f !ital importance is that the child is not e'pected to put don part of his or her heritage to
celebrate another part )"cott, *++.
#o increase multicultural aareness, look for books that include those cultures. Create
posters, artork, and bulletin boards that include multicultural children and adults. Make sure
posters, school-home connection pieces, magazines, pictures on the all, calendars and others
reflect those cultures. ;y including things like these in the classroom, students are aare of
each other cultures and norms and start to appreciate one another. #hey ill ha!e deeper
understanding about each other2s cultures.
2.3 Biasness
Multicultural classroom is prone to fill ith a !ariety of harassment, form benign
1uestions that ant to kno. Educational en!ironments that reflect the rich di!ersity of the
community, nation and orld assist in opening students: minds and acti!ely engaging them in
their learning );anks, *++
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2.4 National policy
>#he go!ernment can consider one type of school, but if e follo this ay, can national
integration be achie!ed? #his ill de!elop other feeling from other ethnic groups, e!en from
open minded Malay. #he national integration should be achie!ed through the fair policy not 9ust
formally you of together, you 9ust learn one language ill achie!e the unity )Inter!ieee +$,
Chinese0 Inter!ieee +, A@Chinese. #his is another problem that happened in our education
system in Malaysia. Bair policy should be our main focus in order to enhance the integration in
Malaysia. /e should not 9ust follo one type of school as e ha!e national school and also
national type school. In a multicultural society, e need to gi!e and take so that e can build the
best policy that gi!es fair treatment to all ethnics. If e 9ust follo one stream, hat ill happen
to other streams and I am sure they ill fight for their right. 4oe!er, I could !ie that the policy
is based on political importance as it keeps changing from time to time. It is true that language
can be a medium of unity but it could not ork alone. #he integration has to be diffused ithin
the pupils to ensure the real meaning of national ideology and the concepts.
2.5 Stereotyping
"tereotypes are characteristics ascribed to groups of people in!ol!ing gender, race,
national origin and other factors )6adra, *+."tereotyping has e'isted in human culture e!er
since there ere !isible differences beteen groups of humans. In carrying out stereotyping,
each person thinks the other is somehat inferior or possesses undesirable 1ualities that are
common to the hole group of people, and most of the time pass 9udgement based on obser!ed
beha!iour by certain people of said group.
In Malaysian conte't, stereotyping is a common thing as Malays are labelled as lazy and
stupid hile Chinese are labelled as smart and rich. Meanhile, Indians are said to be poor and
alays drunk. #hese are the perceptions that someho become the barrier for integration to
take place. /e need to alter the perception so that teacher can inculcate racial harmony
practice ithin the pupils. #he mind set should be replaced as e!eryone is the same despite of
race, religion and culture. /e li!ed in a society here e formed the country together. In fact,
Malaysia has managed to maintain a peaceful condition from a long time ago. "tereotyping
ould be one of the ma9or challenges in fostering unity among Malaysians because it ould
e!entually eradicate our spirit of Malaysian. As a result, e need to find ays to o!ercome this
challenge so that e can foster unity among Malaysians.
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eferences
;anks, D. )*++