Politik dalam Pendidikan Vernakular Cina di Semenanjung Malaysia: Satu Perspektif Hubungan Etnik Majoriti-Minoriti

Abstract

This paper attempts to provide a theoretical framework to conceptualize the intense ethnic assertions in the politics of Chinese vernacular education in Peninsular Malaysia from the perspective of majority-minority ethnic relations in a multi-ethnic society. It examines four educational policies, namely, Razak Report, 1956, Education Ordinance, 1957, Rahman Talib Report, 1960 and Education Act, 1961. It posits the notion that inherent in the phenomenon of majority-minority ethnic relations is the manifestation of ethnic dominationsubordination. More often than not, the dynamics of ethnic domination-subordination is a function of the comparative strength in numerical size as well as political and economic leverage held by one ethnic group over the other. Looking from this perspective, it is obvious that the ethnic Chinese minority and ethnic Malay majority in Peninsular Malaysia have differing strength which ultimately influenced their assertions in the formulation and implementation of educational policies, and thus, have to be duly accommodated by the ruling political elites of this country. Thefour educational policies examined in this paper are clear examples of how differing majority-minority ethnic assertions are accommodated in the long term interests of nation building in this country.