The Education of Diverse Student Populations

Abstract

In today's dominant modes of pedagogy, questions about issues of race, class, gender, sexuality, colonialism, religion, and other social dynamics are rarely asked. Questions about the social spaces where pedagogy takes place -in schools, media, and corporate think tanks -are not raised. And they need to be.The Explorations of Educational Purpose book series can help establish a renewed interest in such questions and their centrality in the larger study of education and the preparation of teachers and other educational professionals. The editors of this series feel that education matters and that the world is in need of a rethinking of education and educational purpose.Coming from a critical pedagogical orientation, Explorations of Educational Purpose aims to have the study of education transcend the trivialization that often degrades it. Rather than be content with the frivolous, scholarly lax forms of teacher education and weak teaching prevailing in the world today, we should work towards education that truly takes the unattained potential of human beings as its starting point. The series will present studies of all dimensions of education and offer alternatives. The ultimate aim of the series is to create new possibilities for people around the world who suffer under the current design of socio-political and educational institutions.For further volumes

The Interest in Science among Malaysian: A Comparative Study between Gender, Age Group and Ethnics

“…12;2015 opportunity to pursue education in various fields including science and technology. This is a very important factor which leads to similar interest in science between different ethnic groups (Wan, 2008).…”

Framing in strategic communications: The construction of ‘National Unity’ through Public Service Announcements (PSAs) in Malaysia

“…The other consequence of British colonisation was a pluralistic educational system with four different streams of schooling: English, Malay, Chinese, and Tamil (Joseph, 2008). Those schools were relatively free to follow different curriculums, teach in their own language, and use mostly foreign textbooks.…”

“…Those schools were relatively free to follow different curriculums, teach in their own language, and use mostly foreign textbooks. The objective of such education was to provide the basics for children in their own language so that they were prepared for their allotted role in the colonial system (Joseph, 2008). This meant that education was also determined by "ethnic identification with a specific economic role" (Joseph, 2008, p. 186) arguable to maintain British interests.…”

“…This meant that education was also determined by "ethnic identification with a specific economic role" (Joseph, 2008, p. 186) arguable to maintain British interests. Therefore, the British 'divide and rule' policy and a separate educational system perpetuated social and economic inequalities between the ethnic groups (Grapragasem, Krishnan, & Mansor, 2014;Joseph, 2008).…”

“…The implementation of the New Economic Policy (NEP), 1971 to 1990, was introduced by the Government to reform the economy and the educational system, and to develop socio-economically and to foster 'national unity' (Joseph, 2008;Hashim & Tan, 2009). To achieve this, the policy adopted two major strategies of eradicating poverty and restructuring societies to remove social divisions that resulted from the colonial era (Cheah, 2002;Joseph, 2008;Hashim, 1998).…”