Development of British Colonial Education in Malaya, 1816 - 1957

Shanmugavelu, Ganesan; Ariffin, Khairi; Thambu, Nadarajan; Mahayudin, Zulkufli

doi:10.34293/education.v8i2.2072

Cited by 5 publications

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“…However, ethnic and racial discrimination embedded within the educational systems implemented by the Dutch colonial administration in Indonesia and the British administration in Malaysia further reinforced ethnic and racial segregation in the colonial territories. Education, as a component of colonial modernity, proves insufficient in eradicating the racial discrimination imposed by colonial authorities (Shanmugavelu et al, 2020).…”

Section: Modernity In the Japanese Occupa-tion Period: Military And G...mentioning

confidence: 99%

Modernity of the Bataknese in Tapanuli during the Dutch Colonial and Japanese Occupation Period

Tanjung

2024

Hist Stud J

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This paper examines the modernity of the Batak people during the Dutch colonial period and Japanese occupation. The data utilized were derived from both oral and written sources, and a historical research methodology was employed, comprising source collection, source criticism, interpretation, and explanation. The focus of this study revolves around the evolution of Batak modernity, initiated through the introduction of Western education by the colonial administration and missionary endeavors commencing in the mid-19th century. This educational trend persisted during the ethical policy era of the 20th century, bringing modernity into the lives of the Batak people. Stereotypes depicting the Batak as an uncivilized and cannibalistic ethnic group gradually diminished with the increasing number of educated Batak individuals. During the Dutch colonial period, the Batak people had already formed a modern elite group that embraced Dutch colonial modernity. However, the modernity of this Batak elite was characterized by ambiguity, as they simultaneously became part of modernity while preserving Batak characteristics and traditions. In 1942, when Japan took over Tapanuli, the Batak people became more involved in practical politics with the Japanese. This phase was marked by a heightened interest among the Batak people in joining the military. The military education provided by the Japanese was effectively utilized by the Batak people, resulting in the emergence of Batak military leaders in Tapanuli. Therefore, it can be concluded that education served as the pathway for the Batak people to embrace modernity and attain positions of power.Paper ini mengkaji tentang modernitas orang-orang Batak pada masa Kolonial Belanda dan Pendudukan Jepang. Data-data yang digunakan dalam tulisan ini diperoleh dari sumber lisan dan tulisan melalui penelitian sejarah. Adapun metode yang digunakan adalah metode sejarah yang terdiri dari pengumpulan sumber, kritik sumber, interpretasi dan eksplanasi. Modernitas orang Batak yang menjadi objek dalam penelitian ini berawal dari diperkenalkannya pendidikan barat oleh pemerintah kolonial dan zending sejak pertengahan abad ke-19. Pendidikan ini terus berkembang pada masa masa politik etis di abad ke-20 yang menghadirkan modernitas dalam kehidupan orang-orang Batak. Stereotipe tentang orang Batak sebagai kelompok etnis yang tidak beradab dan kanibal lambat laun mulai menghilang dengan meningkatnya jumlah orang Batak yang berpendidikan. Pada masa kolonial Belanda, orang-orang Batak telah menciptakan kelompok elit modern yang mengadopsi modernitas kolonial Belanda. Namun, modernitas elit modern Batak bersifat ambigu. Di satu sisi mereka menjadi bagian dari modernitas tetapi di sisi lain mereka masih memelihara karakteristik dan tradisi Batak. Pada tahun 1942, saat Jepang mengambil alih Tapanuli, orang-orang Batak lebih banyak terlibat dalam politik praktis dengan Jepang. Fase ini ditandai dengan meningkatnya minat orang Batak untuk bergabung di militer. Pendidikan militer disediakan Jepang dimanfaatkan dengan baik oleh orang Batak. Pendidikan ini menghasilkan pemimpin-pemimpin militer orang Batak di Tapanuli. Dengan demikian dapat disimpulkan bahwapendidikan menjadi jalan bagi orang Batak untuk menjadi modern dan memperoleh kekuasaan.

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Section: Modernity In the Japanese Occupa-tion Period: Military And G...mentioning

confidence: 99%

Modernity of the Bataknese in Tapanuli during the Dutch Colonial and Japanese Occupation Period

Tanjung

2024

Hist Stud J

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“…During British occupation in Malaysia from 1874 to 1957, four types of schools were established with mediums of instruction in English, Malay, Chinese, and Tamil. Malay-medium education was provided for the Malay ethnic group in rural villages, and schooling was limited to four years to keep them in socioeconomic roles as farmers and fishermen (Shanmugavelu et al, 2020). Chinese-medium schools were set up for Chinese migrants in rural areas to maintain ties with the Manchu government.…”

Section: Ideological and Systemic Challenges To Translanguaging In Ma...mentioning

confidence: 99%

“…Indian indentured laborers were provided with basic Tamilmedium education in the plantations they were brought to work in. English-medium schools based on the British curriculum were established in the cities for a small group of Malays, Chinese, and Indians with the purpose of teaching them English so they could work for the new British colonial order (Shanmugavelu et al, 2020). Through the eliticizing of English-medium education, English "as an instrument of empire" (Motha, 2014, p. 46) became attached to socioeconomic and class privilege.…”

Section: Ideological and Systemic Challenges To Translanguaging In Ma...mentioning

confidence: 99%

“Our country has gained independence, but we haven't”: Collaborative translanguaging to decolonize English language teaching

Rajendram

2022

Ann Rev Appl Linguist

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The colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages, dialects, and language varieties), separation and hierarchization of languages, and the dominance of monolingual policies and practices in the classroom. Translanguaging, a theory and pedagogy that challenges colonial understandings of language and monoglossic norms in language teaching, has the transformative potential to liberate language practices that have been rendered invisible by abyssal thinking in ELT (García et al., 2021). Translanguaging as a theory posits that multilingual learners do not possess two or more autonomous language systems but rather that they select and deploy linguistic features from a unitary linguistic repertoire (Vogel & García, 2017). Translanguaging as a pedagogy urges educators to leverage learners’ entire linguistic and semiotic repertoires to support their learning instead of requiring them to keep certain languages outside the classroom. However, in educational contexts that respond to socially and politically imposed boundaries between languages, there are ideological and systemic challenges to the enactment of translanguaging as a pedagogy. This paper discusses these challenges with reference to the Malaysian language education context and draws on data from a collaborative translanguaging pedagogy designed through teacher-researcher collaboration and implemented in two Malaysian elementary English classrooms to offer recommendations for how ELT can be decolonized.

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Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools

Krauss

Wong

Zeldin

et al. 2022

Journal of Adolescent Research

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Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.

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Development of British Colonial Education in Malaya, 1816 - 1957

Cited by 5 publications

References 0 publications

Modernity of the Bataknese in Tapanuli during the Dutch Colonial and Japanese Occupation Period

Modernity of the Bataknese in Tapanuli during the Dutch Colonial and Japanese Occupation Period

“Our country has gained independence, but we haven't”: Collaborative translanguaging to decolonize English language teaching

Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools

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