Topics: Culture, Education, Multiculturalism Pages: 5 (1305 words) Published: December 15, 2013

Syukur Alhamdulillah, bersyukur ke hadrat Tuhan kerana dengan limpah kurnia-Nya, tugasan ini dapat disempurnakan dalam tempoh yang telah ditetapkan.

Ucapan setinggi-tinggi penghargaan dan terima kasih kami yang tidak terhingga kepada pensyarah kami kursus Education In Multicural Society kerana telah banyak memberikan bimbingan dan tunjuk ajar serta nasihat yang sangat berguna dalam penyempurnaan tugasan ini. Segala keprihatinan, profesionalisme dan dedikasi beliau yang berterusan, telah mendorong kami untuk menyelesaikan tugasan ini.

Terima kasih


Muka Surat 1. Prakata 1
2. Kandungan 2
3. Introduction 3
4. What is Multicultural Education 3
5. What are the major hindrances to multicultural education in Malaysia 3 6. Conclusion 6

What are the major hindrances to multicultural education in Malaysia?

1. Introduction

A unique characteristic of our secondary schools is that the students are from three different ethnic groups namely Malay, Chinese and Indian. These three dominant ethnic groups have their own beliefs, culture, values and norms that will affect their behaviors and actions. It’s a goal of Malaysian education and schooling practice to enhance social integration among these various ethnic groups beyond mere physical integration, and intends to eliminate social prejudices and discrimination.

2. What is Multicultural Education?

Multicultural education relates to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres.

3. What are the major hindrances to multicultural education in Malaysia?

03.01.Multicultural Curriculum

The goals of multicultural education are achievable and measurable through the use of a multicultural curriculum. Gollnick and Chinn (2009) described a good multicultural curriculum as one that incorporates the histories, experiences, traditions and cultures of students in the classroom and supports and celebrates diversity in the broadest sense.

Comprehensive multicultural curricula are needed in Malaysia to address differences in race, ethnicity, class, religion, language, gender and socioeconomic status and the occurrence of prejudice, bias, stereotyping, injustice, inequity and discrimination.

03.02.Racial Intolerance

Racism is not always visible to educators, except in cases of overt hostilities between individuals at which time it's simply the tip of the iceberg. Teachers try to cope in a variety of ways, from ignoring it and assuming it will go away to treating all children equally. Often, they are constrained in what they can do by increasing demands for varied and differentiated education in a climate of dwindling resources and inadequate preparation.

Some research reports how teachers make assumptions about students' capabilities based on their ethnicity and class background. Others assume that minority children enter school as an empty slate with little to offer or maintain that is distinctive and, therefore, proceed with a curriculum that seeks to assimilate them into dominant society traditions."

03.03.Managing diversity

Managing diversity is an on-going process that unleashes the various talents and capabilities which a diverse population brings to an organization, community or society, so as to create a wholesome, inclusive environment, that is safe for differences, enables people to reject rejection, celebrates diversity, and maximizes the full potential of all,...
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