Dismantle the apartheid education
by Azly Rahman
From: Malaysiakini
In an attempt to engineer what seems to be the successful complement of failure in the hyper-modernising state which prides itself in the slogan of "human capital" as well as "education for all", Malaysians seem to live with these oxymorons. In the words of George Orwell in his prophetic novel of the dystopic society of Oceania in the classical work called 1984, this equates to "doublespeak", in which contradictions abound in the inner-workings of the conveyor leather belt called education.
While the universe go upon to talk about the training of tolerance, global education, scheming students to become world-wise citizens, the cultivating of cosmopolitanism in tellurian consciousness, the Malaysian public preparation complement is still taking pride in the complement of apartheid as well as the sustaining of tutorial ideology, practice, as well as reproduction of separateness as well as unequalness.
Either ignored or plainly blindsided by her tutorial policymakers, multiculturalism as well as the infusion of the practices of multicultural preparation is absent, even yet it is transparent which governing body as well as preparation cannot be taken as separate disciplines in sequence to understand the inlet as well as destiny of inhabitant development.
Malaysia's survival as the nation depends essentially upon the re-crafting of an preparation complement philosophically, systemically, as well as pedagogically sound enough to bridge the gaps between the socio-economic as well as informative deficiencies brought about by the legacy of Mahathirism; the single formed upon the use of competition beliefs to means control as well as to pattern omnipotence of the Malay-Muslim race.
Education as the usually equates to for personal, social, cultural, as well as even devout as well as ecume! nical pr ogress can usually be completed if the sing! le goes back to the a philosophical foundations as well as re-look during the source of tellurian inlet itself.
In Malaysia, the legacy of British colonial routine as well as the apparatus of amicable reproduction, i.e. schooling, has paved the way for Malaysia's neo-colonialist plan of the dark complement of apartheid, to ensure which the races have been still separated in an unequal way.
Issues as well as institutions in such the unfolding reflect the beliefs of prevalence - of the single competition over others or the rest - blinding educationalists as well as policy-makers to see beyond competition as well as sacrament in creation sure which the "gentle profession" as well as "humanistic enterprise" called preparation is driven fundamentally by the almost ideologically-bankrupt United Malays National Organisation's (Umno's) thought of preparation as well as nation-building.
Pre-schools, first schools, delegate schools as well as even universities take the inlet of "racial tutorial exclusivity".
Shinning examples of this apartheid-isation of preparation have been any all-racial schools, Mara Junior Science Colleges, as well as the Universiti Teknologi Mara complement - all these in serve to the already apartheid-ised Malaysian Civil Service, albeit de facto in nature, whose existence is shackled by the beliefs of an endangered ruling category of Malay-dominated politicians, in all the ignorance of the definition of education, claimed higher knowledge to what which craving only means.
New multiply of tutorial policymakers needed
Malaysia needs not usually the brand new tutorial direction, detouring from the road of serve "apartheid-isation of education" it is happily traversing but additionally the brand new multiply of cosmopolitanistic-thinking tutorial policymakers as well as practitioners.
Beyond these, Malaysia needs many logically the regime shift in toto - to allow the brand new political will to an tutorial hope for the nation; nything short! of thes e, will bring Malaysia to the pariah or the unsuccessful state educationally as well as econ! omically in an increasingly predatorily globalised state. What afterwards contingency Malaysians do?
Some time ago in the forum upon multiculturalism as well as the destiny of Malaysian preparation I was asked this question: Being the multicultural society which Malaysia is, how should the preparation complement be designed? Or, should it be written during all?
My answer was this: Education is the counsel attempt to erect tellurian beings which will knowledge in society as prolific citizens. The subject either the preparation complement should be written or not is utterly not pertinent when education, schooling, training, indoctrination, as well as the spectrum of ways by which the kid is "schooled" have been all formed upon intentional design.
Schooling is the many contested terrain in any society; it is the battlefield or the conveyor leather belt for the creation of tellurian beings. We go back the single step before the subject of design. In the multicultural society, who should be entrusted to pattern drill - politicians or philosophers of preparation trained in the investigate of political economy as well as anthropology as well as pick historicising?
Are those designing the drill complement equipped with the varieties of philosophical perspectives in education? - Essentialism, Progressivism, Romanticism, Cultural Rejuvenation, Social Reconstructionism, Spiritual Capitalism, Technicism or even Cultural Revolution - these philosophies calls for the opposite viewpoint of what the tellurian being is as well as how to draw out the potentials in each as well as every tellurian being, hence the Latin word "educare", from which preparation comes from, definition "drawing out..."
'Educated by schooling'
But what is multiculturalism? Broader than what many of us here have conceived it connotes "many cultures" , "many worldviews" "multiple perspectives" "multi! ple ways of knowing" - as well as to bring tellurian beings from the variety of cultures of ability as well as incapacity to enable them to strech their fullest potential - the young kids of all ! races, p hysically, emotionally, technologically, emotionally challenged, the culturally deficient, as well as many some-more - all these to be brought in to the routine of being "educated by schooling" so which each might learn as well as prosper as well as grow as critical, creative, ethical tellurian beings who will use their knowledge as well as energy to renovate others as well as not to pillage as well as oppress.
We need to enter upon upon the long-term project of in advance preparation transformation formed upon Radical Multiculturalism as philosophy. Can you see the emergence of truly multicultural tutorial institutions when the policy-makers have been some-more meddlesome in progressing the complement of apartheid in virtually all aspects of nation-building as well as generally in education?
What afterwards contingency Malaysians do to yield the destiny protected enough for their young kids not to knowledge another May 13, 1969 when all ruin pennyless lax - because of miseducation?
DR AZLY RAHMAN, who was born in Singapore as well as grew up in Johor Baru, holds the Columbia University (New York) doctorate in International Education Development as well as Master's degrees in the fields of Education, International Affairs, Peace Studies as well as Communication. He has taught some-more than 40 courses in six opposite departments as well as has written some-more than 300 analyses upon Malaysia. His training knowledge spans Malaysia as well as the United States, over the far-reaching range of subjects from facile to graduate education. He currently resides in the United States.
Read More @ Source While the universe go upon to talk about the training of tolerance, global education, scheming students to become world-wise citizens, the cultivating of cosmopolitanism in tellurian consciousness, the Malaysian public preparation complement is still taking pride in the complement of apartheid as well as the sustaining of tutorial ideology, practice, as well as reproduction of separateness as well as unequalness.
Either ignored or plainly blindsided by her tutorial policymakers, multiculturalism as well as the infusion of the practices of multicultural preparation is absent, even yet it is transparent which governing body as well as preparation cannot be taken as separate disciplines in sequence to understand the inlet as well as destiny of inhabitant development.
Malaysia's survival as the nation depends essentially upon the re-crafting of an preparation complement philosophically, systemically, as well as pedagogically sound enough to bridge the gaps between the socio-economic as well as informative deficiencies brought about by the legacy of Mahathirism; the single formed upon the use of competition beliefs to means control as well as to pattern omnipotence of the Malay-Muslim race.
Education as the usually equates to for personal, social, cultural, as well as even devout as well as ecume! nical pr ogress can usually be completed if the sing! le goes back to the a philosophical foundations as well as re-look during the source of tellurian inlet itself.
In Malaysia, the legacy of British colonial routine as well as the apparatus of amicable reproduction, i.e. schooling, has paved the way for Malaysia's neo-colonialist plan of the dark complement of apartheid, to ensure which the races have been still separated in an unequal way.
Issues as well as institutions in such the unfolding reflect the beliefs of prevalence - of the single competition over others or the rest - blinding educationalists as well as policy-makers to see beyond competition as well as sacrament in creation sure which the "gentle profession" as well as "humanistic enterprise" called preparation is driven fundamentally by the almost ideologically-bankrupt United Malays National Organisation's (Umno's) thought of preparation as well as nation-building.
Pre-schools, first schools, delegate schools as well as even universities take the inlet of "racial tutorial exclusivity".
Shinning examples of this apartheid-isation of preparation have been any all-racial schools, Mara Junior Science Colleges, as well as the Universiti Teknologi Mara complement - all these in serve to the already apartheid-ised Malaysian Civil Service, albeit de facto in nature, whose existence is shackled by the beliefs of an endangered ruling category of Malay-dominated politicians, in all the ignorance of the definition of education, claimed higher knowledge to what which craving only means.
New multiply of tutorial policymakers needed
Malaysia needs not usually the brand new tutorial direction, detouring from the road of serve "apartheid-isation of education" it is happily traversing but additionally the brand new multiply of cosmopolitanistic-thinking tutorial policymakers as well as practitioners.
Beyond these, Malaysia needs many logically the regime shift in toto - to allow the brand new political will to an tutorial hope for the nation; nything short! of thes e, will bring Malaysia to the pariah or the unsuccessful state educationally as well as econ! omically in an increasingly predatorily globalised state. What afterwards contingency Malaysians do?
Some time ago in the forum upon multiculturalism as well as the destiny of Malaysian preparation I was asked this question: Being the multicultural society which Malaysia is, how should the preparation complement be designed? Or, should it be written during all?
My answer was this: Education is the counsel attempt to erect tellurian beings which will knowledge in society as prolific citizens. The subject either the preparation complement should be written or not is utterly not pertinent when education, schooling, training, indoctrination, as well as the spectrum of ways by which the kid is "schooled" have been all formed upon intentional design.
Schooling is the many contested terrain in any society; it is the battlefield or the conveyor leather belt for the creation of tellurian beings. We go back the single step before the subject of design. In the multicultural society, who should be entrusted to pattern drill - politicians or philosophers of preparation trained in the investigate of political economy as well as anthropology as well as pick historicising?
Are those designing the drill complement equipped with the varieties of philosophical perspectives in education? - Essentialism, Progressivism, Romanticism, Cultural Rejuvenation, Social Reconstructionism, Spiritual Capitalism, Technicism or even Cultural Revolution - these philosophies calls for the opposite viewpoint of what the tellurian being is as well as how to draw out the potentials in each as well as every tellurian being, hence the Latin word "educare", from which preparation comes from, definition "drawing out..."
'Educated by schooling'
But what is multiculturalism? Broader than what many of us here have conceived it connotes "many cultures" , "many worldviews" "multiple perspectives" "multi! ple ways of knowing" - as well as to bring tellurian beings from the variety of cultures of ability as well as incapacity to enable them to strech their fullest potential - the young kids of all ! races, p hysically, emotionally, technologically, emotionally challenged, the culturally deficient, as well as many some-more - all these to be brought in to the routine of being "educated by schooling" so which each might learn as well as prosper as well as grow as critical, creative, ethical tellurian beings who will use their knowledge as well as energy to renovate others as well as not to pillage as well as oppress.
We need to enter upon upon the long-term project of in advance preparation transformation formed upon Radical Multiculturalism as philosophy. Can you see the emergence of truly multicultural tutorial institutions when the policy-makers have been some-more meddlesome in progressing the complement of apartheid in virtually all aspects of nation-building as well as generally in education?
What afterwards contingency Malaysians do to yield the destiny protected enough for their young kids not to knowledge another May 13, 1969 when all ruin pennyless lax - because of miseducation?
DR AZLY RAHMAN, who was born in Singapore as well as grew up in Johor Baru, holds the Columbia University (New York) doctorate in International Education Development as well as Master's degrees in the fields of Education, International Affairs, Peace Studies as well as Communication. He has taught some-more than 40 courses in six opposite departments as well as has written some-more than 300 analyses upon Malaysia. His training knowledge spans Malaysia as well as the United States, over the far-reaching range of subjects from facile to graduate education. He currently resides in the United States.
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