Pakar Universiti OXFORD jelaskan kenapa cadangan tutup sekolah vernakular adalah

I.am.PH

Why proposal to abolish vernacular schools is irresponsible and unfounded
Ananthi Al Ramiah -September 23, 2020 8:22 AM



We have seen renewed calls for the abolition of vernacular primary schools in Malaysia.

This is a drum beaten periodically by Malay leaders – most recently Perlis mufti Mohd Asri Zainul Abidin and PPBM Youth chief Wan Ahmad Fayhsal – who seek to remove the ability for native Mandarin- and Tamil-speakers to be educated in their mother-tongues.

As a social psychologist who has studied and written on national integration and race relations in Malaysia for the last 15 years, I believe these periodic calls are neither pragmatic nor do they contribute towards nation-building and mutual respect within a vibrant multicultural country.

Instead, they might be interpreted as assimilationists – an attempt to subsume and erase – under the seemingly benign and exalted guise of integration.

Given that we have an enormous investment – economic, cultural, psychological and political – in primary vernacular education in Malaysia, Asri and others who echo his proposal for single-stream primary education and some possible vernacular secondary education need to answer a basic question: What is the evidence that single-stream primary education leads to more integration compared with single-stream secondary education?

Is interracial, inter-religious mixing and schooling at the primary school level likely to produce citizens who are more open-minded and focused on integration compared with having such mixing at the secondary school level?

This is an empirical question, which we in Malaysia do not have the data to answer.

I have not come across evidence from any country that the period of childhood between the ages of seven and 12 (primary school years) is advantageous to promoting racial integration over the ages of 13-18 (secondary school years).

In fact, there is strong psychological evidence that shows how adolescence is a critical period for identity development, which would include national identity.

Further, minority groups have a reason to prefer vernacular education at the primary level because there is extensive global evidence, including from Unesco, that mother tongue education (for example, Mandarin or Tamil) makes it easier for children to pick up and learn other languages (such as Bahasa Malaysia), develop their personal and cultural identities, help develop their critical thinking and literacy skills, and also leads to higher enjoyment of school and academic performance.

An obvious fact that we often neglect in the furore over vernacular education, is that single-stream Malay-medium schools are essentially vernacular, or mother-tongue schools for Malay children.

Pretending that Malay schools are somehow not vernacular, but are “purely national” or “culture-free”, is either ignorant or disingenuous.

This is not to deny the value of a national language that unites us and educational opportunities that allow students from different backgrounds to mingle. But how we marry the legitimate cultural needs of different groups is a challenging question that we need to seriously work through, rather than seeking to flatten the diversity that our nation contains.

Based on the available evidence from educational and psychological studies, it seems that vernacular education should be available at the primary school level, while secondary school might be a particularly good place to encourage interracial and inter-religious mixing and co-education, potentially leading to greater racial integration.

This is largely what we are seeing in the current educational landscape, that is, based on the education ministry’s 2018 data, students educated at Mandarin and Tamil vernacular primary schools migrate to “mainstream” Malay-medium secondary schools.

However, we see an opposite, separating pattern among Malay students, more of whom migrate to mono-religious secondary schools instead.

There is also the simple question of pragmatism, in that we already have multiple long-standing vernacular primary schools in Malaysia, some of which have a multicultural student body.

So, even if you agree with Asri on single-stream primary schools, his particular proposal for vernacular secondary education only works if he persuades the government to provide high quality and widely available vernacular education at the secondary school level, such as currently enjoyed by Muslim students in Islamic schools.

Otherwise, I think it is fair to wonder whether such proposals are little more than an excuse for covering the final goal, that is the abolition of vernacular education, and the resulting erosion of the culture and identity of Mandarin- and Tamil-speakers. All the while beating the beguiling drum of integration.

Ultimately, this is an empirical question.

Had Asri and others called for a careful study to be conducted to assess whether vernacular schools necessarily produce less patriotic students, and whether primary or secondary schools should be single-stream, this would have been a responsible way to proceed.

In the absence of such data, it is irresponsible and majoritarian to strongly recommend the abolition of vernacular schools.

Ananthi Al Ramiah is the founder of Dataluminescence Research and holds a PhD in social psychology from Oxford University.

I.am.PH

Sarah Fendi It was political move done out of anger hatred among those scrupulous committees, just irresponsible actions unjustified!!

Eric Kew Unity should first start with adults.... comprising the political parties. Abolish race based parties first. Race policies and rhetoric from politicians are the key source of disunity. Instead... they want to do it with primary school children.

林荣泉 Vernacular school follow MOE syllabus, International school and private school do not... without vernacular and SJK, you actually pushing the parent to work harder for their kid to these school... ironic to said, yesterday news said Sarawak government intend to build "government owned" international school and condemn MOE decision making... why our federal government still can not see the issue?

YF YN Yes, Mara should be abolished because only Malays are allowed to study, this is the reason why Mara divides the unity of Malaysians

Alvin Yong Waiting for somebody with "communist" comments

Masih banyak lagi...

insulin

Bukan sembang bak kut teh?

highcastle

Elok dihapuskan...........muktamad...........

otai_g

Jgn risau. Baik ph atau pn, x kan apa2 yg terjadi pd sekolah vernakular. Percaya lah. Ni semua kerajaan x bleh pki.

salamon

Isu vernacular ni da jd modal politaik jah tiap2 tahun cuols

I.am.PH

Perlu ada kajian ilmiah...

Maideen.

I.am.PH replied at 23-9-2020 01:00 PM
Perlu ada kajian ilmiah...

Intelek Melayu sembang kari saja tak cukop ka? Prrrrrrrrrrrrrrrrrrpfffftght

Btw, boleh tak mintak orang translate pendapat pakar dari Universiti Oxford ni ke bahasa Melayu. Ini untuk bangsa Cina yang lemah bahasa Inggeris. Orang melayu no problem to understand. Their Inglish is very good! Translate for the Chinese........english very poor they all!

annehuda

Further, minority groups have a reason to prefer vernacular education at the primary level because there is extensive global evidence, including from Unesco, that mother tongue education (for example, Mandarin or Tamil) makes it easier for children to pick up and learn other languages (such as Bahasa Malaysia), develop their personal and cultural identities, help develop their critical thinking and literacy skills, and also leads to higher enjoyment of school and academic performance.

die patut buat kajian kt malaysia apsal student cina yg dr sjkc ni sampai tua bangka pun tak reti cakap bahasa melayu. mungkin cina kt malaysia ni special case kot.

kalau student sekolah tamil, sikh, orang asli, iban dayah bidayuh pun bleh tau cakap melayu, yg cina ni ape pulak alasannye?

MissVixen

Cinapek rasis ni tak payah takut. Pn, bn, ph bukan boleh hapuskan sjkc pun.
Teruskanlah menghasilkan generasi anak muda kiasu, komunis, rasis dan tak tahu berbahasa kebangsaan negara sendiri. Semangat patriotik dan jati diri pun takde. Pagar sjkc macam poilam pun dah makin besar dan gah laksana tembok besar cina.

MissVixen

annehuda replied at 23-9-2020 01:48 PM
die patut buat kajian kt malaysia apsal student cina yg dr sjkc ni sampai tua bangka pun tak ret ...

Penakut cina kiasu ni. Takut terhapus ketuanan prc mereka. Tak sedar diri mereka ni membesar dan bekerja di mana. Cina indon pun sembang pakai bahasa kebangsaan mereka bila sembang antara mereka. Cina malaysia je manja dan kiasu. Buat malu malaysia je perangai tak sedar diri ni.

Zack8hunter

lps tu buat2 jadi mangsa keadaan.. podahhh

sarahmirza

Ada translate ke Mandarin tak?
Kesian pulak ada yang tak faham...
Bahasa Melayu hari2 sekeliling dia cakap pun susah nak faham, inika pula bahasa penjajah Inggeris.

palmolive

takut benar yekk.mcm nak kena hukum bunuh

Catpaw

Kalau tutup habislah tongkat...

TomyamPuteh

Klau kt sjkc, klas diorg ada ekon. Puak2 kiasu ni kan x thn panas

I.am.PH

Alhamdulillah, terdapat warga forum yang bersetuju dengan pandangan penulis...

annehuda

I.am.PH replied at 23-9-2020 06:50 PM
Alhamdulillah, terdapat warga forum yang bersetuju dengan pandangan penulis...

Ni rba tukar shift ke? Sblm ni ngaku amoi cina bkn muslim tak racist katenye, ni tetiba sesuka ati je nk guna nama allah. Nk jadi rba pun pakai jelah MN lain oi

nikola.tesla

tak perlu kajian ilmiah.hasil eksperimen dah terang jelas tersingkap di Malaysia

SalenaGomez

Mcm la semua yg dr oxford tu betul jeeeee...suppose kita kena tgk kajian tempatan...bkn oversease...they are not in our shoes