Indigenous Education Rights: The Malaysian Case

Rosnon, Mohd Roslan; Talib, Mansor Abu

doi:10.6007/ijarbss/v9-i10/6470

Cited by 17 publications

(18 citation statements)

References 10 publications

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“…They are usually shy around people, cannot communicate properly because of the language barrier, and do not socialise with others apart from their community (Afizi et al, 2014). According to Rosnon & Talib (2019), to provide the Orang Asli children with the necessary preparation for mainstream education, JHEOA administered the schools and educational programmes for the Orang Asli on their own. They further cited that JHEOA's oversight of the educational system was ineffective (Ikram, 1997) and that the lack of training for the instructors, poor financing, and educators' ignorance of Orang Asli cultures and traditions were the leading causes of this failure (Department of Orang Asli Affairs, 1995).…”

Section: Literature Review Education For the Indigenous Childrenmentioning

confidence: 99%

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

Samat¹,

Baharuddin²,

Bunari³

2022

IJARBSS

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The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essential in widening the option of teaching approach because it would enable educators and indigenous students to learn more about drama as an alternative approach to learning. Through drama education, the children would also be introduced to various learning experiences and classroom settings. This paper investigates how drama is used as a method in the alternative classroom for indigenous children. It hopes to prove that children will be interested in learning and be able to develop their social skills if given more opportunities. In the qualitative study, the instruments employed to investigate what transpired throughout the activities were observation and interviews. Findings of this research reveals positive outcomes of drama, categorised into learning from real-life situations. It also highlights the use of drama to improve the children's non-verbal communication. The findings can be used as a guideline for practitioners to get a general overview of how drama can be used as a teaching approach in the alternative classroom and could be a discovery for the curriculum planner to implement drama for both formal and informal learning. This study could be complemented by future research on the challenges involved in teaching drama to indigenous children. Other than this, observation periods should be longer and more frequent because social and educational progress takes time to develop. Finally, future researchers may need to think about using alternative drama strategies that would fit the children's abilities.

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Section: Literature Review Education For the Indigenous Childrenmentioning

confidence: 99%

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

Samat¹,

Baharuddin²,

Bunari³

2022

IJARBSS

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“…& Hum. 29 (S3): 443 -458 (2021) One reason for this is the lack of inclusion of their culture and indigenous identity in mainstream education (Rosnon & Talib, 2019) Decolonisation of education in the context of indigenous children in Malaysia involves looking into education standards and their impact on their learning. Decolonising involves dismantling the assumed knowledge children should acquire in schoolings, such as the content, skills, and values taught in schools (Pratt & Vries, 2018).…”

Section: Decolonisation and Indigenisation Of Education For Orang Asli Childrenmentioning

confidence: 99%

Language Education for Orang Asli Children in Malaysia

Letchamanan¹,

Abdullah²,

Fadzil³

2021

JSSH

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Literacy among Orang Asli children is found to be well below the national average. This paper explores the connection between language learning and meaning-making and its relation to the problem of language education among Orang Asli children. In so doing, the paper shows that language learning should be situated within their environment. This paper uses the findings from the observation made in an exploratory case study of Temuan children aged 7–12 in an Orang Asli village in Selangor and their struggles with language. Taking a critical view of the challenges faced by the children, this study surmised that a proper recognition of the Orang Asli community in language education is needed for effective meaning-making to ensure their genuine participation. The insight adds to the discussion within decolonisation of education on the importance of indigenisation of language education for Orang Asli children.

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“…Menurut Rosnon & Talib (2019) sistem pendidikan yang telah disediakan untuk Orang Asli masih tidak mengambil kira perbezaan budaya yang telah menyebabkan anak-anak Orang Asli merasa tekanan berada dalam sistem pendidikan arus perdana dan membawa kepada masalah lain yang wujud di kalangan Orang Asli kanak-kanak seperti diskriminasi dan pengasingan. Persoalan tentang kekurangan impak sukatan pelajaran dan kaedah pembelajaran terhadap murid Orang Asli sewajarnya diberikan perhatian bagi merealisasikan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025.…”

Section: Sekolah Rimbaunclassified

Kertas Konsep Pembangunan Modul Sekolah Rimba Berasaskan Pengetahuan Peribumi Bagi Mengekalkan Kelestarian Masyarakat Orang Asli

Nordin

Wahab

2021

ASPEN

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Beberapa kajian lalu menunjukkan bahawa terdapat isu keciciran pendidikan dalam kalangan Orang Asli dan ianya merupakan satu permasalahan yang tidak pernah hilang dalam konteks pendidikan di Malaysia. Mereka yang sering dikaitkan dengan kemunduran modenisasi dan tidak berpengetahuan tinggi adalah disebabkan beberapa faktor. Antaranya adalah sifat mereka yang tidak mahu memajukan diri sendiri dengan menganggap pendidikan bukanlah sesuatu yang penting untuk kehidupan mereka di pendalaman hutan. Faktor lain yang berhubung kait adalah murid Orang Asli adalah mereka sukar untuk memahami kurikulum standard dan didapati bahawa sukatan pelajaran di sekolah tidak sesuai dengan pemahaman intelektual mereka. Oleh itu, bagi memudahkan kefahaman mereka terutama semasa proses pengajaran dan pembelajaran pendekatan baharu harus dilakukan iaitu menerusi Sekolah Rimba. Sekolah Rimba yang berasaskan pembelajaran persekitaran luar kelas terbukti memberi kesan yang lebih baik terhadap pembelajaran murid-murid di luar negara. Menerusi Sekolah Rimba pengkaji mencadangkan agar pelaksanaan pembangunan modul berasaskan pengetahuan peribumi bagi mengekalkan kelestarian masyarakat Orang Asli perlu dibangunkan kerana bersesuaian dengan kefahaman yang mudah serta berkaitan dengan persekitaran hidup masyarakat Orang Asli. Pembinaan modul yang dicadangkan juga dapat memudahkan guru-guru dalam menyampaikan pengajaran dan membantu memotivasikan murid untuk minat belajar.

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Indigenous Education Rights: The Malaysian Case

Cited by 17 publications

References 10 publications

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

Language Education for Orang Asli Children in Malaysia

Kertas Konsep Pembangunan Modul Sekolah Rimba Berasaskan Pengetahuan Peribumi Bagi Mengekalkan Kelestarian Masyarakat Orang Asli

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