challenges in malaysian classroom

8/9/2019 Challenges in Malaysian Classroom

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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. )*++

challenges in malaysian classroom

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