An awesome argument for a Satu Sekolah Untuk Semua system in Malaysia
- “Can we seriously expect there to be some semblance of a Malaysian nation as long as young Malaysian children are taught separately, in different language streams? And are we naïve enough to think that nations invent themselves, without there having to be some form of intervention and direction by the state?“
- Dr. Farish A. Noor
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This is one of the best article I have read arguing for a one school for all system, written by Dr. Farish A. Noor, sourced here:
A common language to success
By Farish A. Noor -
- ONCE again vernacular education has become an issue in Malaysian politics, though with much speculation about the date of the election going around at the moment, one cannot help but feel that the issue has been raised by some parties for the sake of gaining the popular vote above all.
- It would be difficult not to draw an association between the proponents of vernacular schooling and the opposition parties after what happened at the rally for Chinese schools that took place last week.
- But the question remains unanswered by all: Can we seriously expect there to be some semblance of a Malaysian nation as long as young Malaysian children are taught separately, in different language streams? And are we naïve enough to think that nations invent themselves, without there having to be some form of intervention and direction by the state?
- I have written about this so many times that I am close to giving up altogether, for fear that any more articles would simply amount to a waste of paper.
- But for the umpteenth time, let me repeat some of the things I have said before: If we were to look at the major developed countries of the world such as Britain, France and Germany, we will see that historically these countries used to be far more linguistically diverse than they are today. In France alone hundreds of dialects were spoken, as was the case in Germany, where each region had a dialect unique to itself.
- As Robert Bartlett has argued in his work The Making Of Europe, the coming together of these small principalities and feudal states was only possible through the centralisation of power and the streamlining of language, giving birth to the national languages we know today: French, German and English. Bartlett notes, of course, that this did not happen without some degree of discomfort, but in the long run the sacrifices of the past seem to have paid off. Disparate communities (that may not have even been able to speak to each other) are now part of larger nations.
- Malaysia is likewise at a stage of its history where it has to decide firmly and decisively if it wishes to be one nation or a number of nations living side-by-side but never really communicating or understanding one another. As elections draw close, my worry is that the political parties of the country will pander to the most exclusive of communitarian voices, calling for linguistic isolationism as if it was the only benchmark of identity.
- Surely, in the midst of the economically troubling times we live in, there are other matters that ought to gain our attention, such as protecting Malaysia from capital flight, securing our human resources and talent, and so on.
- This also means having to create the opportunity structures whereby minorities feel that they can succeed by remaining in the mainstream, and working upwards in society by using the same common national language that is the language of one and all. For more than two decades now, I have lived as a member of the minority, first in Britain, then in France, Holland, Germany and now in Singapore.
- In all these countries, I found myself struggling to get into the mainstream in order to succeed and to be the best I could be; proud enough to say that at least one Malaysian managed to teach in some of the best universities of the world. In places like France and Germany it also meant trying to master at least some basic French and German. And in all these instances my struggle was for and in the mainstream of society.
- My concern about what is happening in Malaysia today is that the continued existence of separate language schools means that we do not know where the mainstream is any longer. It beggars belief that in a plural society like ours, young children may spend their entire childhood in the company of other children of the same cultural-linguistic background, and need not meet or even shake hands with another Malaysian child of a different culture or religion.
- Worse still, this trend towards linguistic-cultural exclusivism seems to be on the rise among all the communities of the country. So we are back to the original question: How can we build a Malaysian nation if Malaysian children don’t even go to the same schools, together?
- As the tone and tenor of political contestation heats up in Malaysia in the lead-up to the elections, I also hope that the parties in the country will not jump on the language bandwagon to further aggravate things and to drive a wedge between Malaysians. In other developed countries, even parties that are bitterly hostile to each other conduct themselves with one eye on the national interest, and put national interest first.
- In any plural society there are bound to be both centrifugal forces and centripetal forces, at times working against each other. To build a Malaysian nation means necessarily seeking those positive centripetal forces that want there to be a Malaysian nation that we can all call home. Parties should actively seek these forces, and lend their support to Malaysians who want there to be a national language, a national educational system and a national culture that everyone can identify with.
- These forces, I believe, are there and have always been there; but what baffles me is why the political parties of the country have not reached out to them in an effective manner.
- The aim, surely, has to be the creation of a common, inclusive mainstream; and then the expansion of that mainstream to make it even more inclusive and empowering for all.
- Surely that is what education is for, and what smart politics is all about. Read in full here.
- I seriously think that politicians from both sides of the political divide should sit down together and decide on a One School For All System for the sake of this nations future. Our children and our grandchildren who are taught segregated in their own schools will never grow up as a united people.
- Jurang perpaduan kaum diMalaysia semakin besar dan semakin runcing dengan adanya pelbagai sekolah untuk mengisi kemahuan pelbagai kaum diMalaysia ini. Its time rational Malaysians take the future of this country in their hands and tell our politicians to buck up and look at the future not just the votes they will get.
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Its time for “Satu Sekolah Untuk Semua”
Kempen SSS 
Mana ada “1”? Beli rumah kalau bukan Islam, tarak diskaun punya. Mau rebate kena jadi BumiPutra ?
Ini apa punya kiasu? Laporan harian Metro 2 Mei 2012. Cikgu tu dah tentu berbangsa Melayu tapi tak tahu berbahasa Mandarin.
Upah samseng halau cikgu
PETALING JAYA: Seorang guru wanita yang mengajar di sebuah sekolah rendah jenis kebangsaan Cina di Damansara di sini, mendakwa hidup dalam trauma dan ketakutan selepas diganggu serta diugut sekumpulan samseng yang dipercayai diupah ibu bapa pelajar yang tidak berpuas hati mangsa mengajar di sekolah berkenaan.
Menurut sumber, guru berkenaan yang berusia 40 tahun menerima lima ugutan sejak 10 April lalu dan ugutan terbaru diterima ketika berada di tempat letak kereta rumahnya, jam 10 pagi, Sabtu lalu.
“Ketika kejadian itu, mangsa yang menuju keretanya dihampiri seorang lelaki tidak dikenali dan memarahinya kerana masih mengajar di sekolah itu walaupun beberapa kali diberi amaran supaya berpindah.
“Lelaki terbabit yang juga orang sama mengganggunya sebelum ini mengugut dengan mengeluarkan perkataan ‘esok akan mati jika kau berdegil’ dan berpindah dari sekolah berkenaan,” katanya, semalam.
Berikutan itu, mangsa membuat laporan di Balai Polis Damansara. Sumber berkata, sekumpulan samseng terbabit turut mengekori guru berkenaan ke mana saja mangsa pergi termasuk membuat gangguan di rumah pada waktu malam apabila pintu rumah diketuk berulang kali.
“Siri gangguan terhadap mangsa bermula selepas isu penggunaan bahasa Melayu di sekolah berkenaan ditimbulkan segelintir ibu bapa pelajar yang tidak sependapat dengan pentadbiran sekolah pada hujung tahun lalu.
“Mangsa yang mengajar subjek Bahasa Melayu menyediakan kertas ujian pelajar dalam bahasa itu dan tindakan itu menyebabkan ibu bapa pelajar terbabit tidak berpuas hati. “Mangsa yang tidak tahan dengan gangguan itu membuat laporan di Pejabat Pelajaran Daerah (PPD) Petaling Utama dan memohon untuk ditukarkan sekolah lain kerana bimbang berlaku perkara tidak diingini terhadapnya,” katanya.
Sementara itu, Ketua Polis Daerah Petaling Jaya, Asisten Komisioner Arjunaidi Mohamed mengesahkan menerima laporan kejadian berkenaan.
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Persatuan sekolah sekolah Cina Dong Zong memang ramai yang keturunan kongsi gelap, penjahat dan gengster. Bermula dari Cina yang di bawa masuk dari Penang (di bawah pemerintahan British sejak Captain Francis Light di abad 18) ke Perak oleh Long Jaafar dan kemudiannya Ngah Ibrahim, Menteri Larut, di bahagian ke dua abad 19.
Tujuannya untuk berkerja dan menolong memodenkan lombong bijihnya. Ada 250 lombong Melayu di masa itu, menggunakan cara lama melombong “dulang washing” dan sepertinya. Ada juga yang Ngah Ibrahim beri peluang membuka lombong supaya dia boleh cukai untuk buat jalan dll di Larut, kawasan yang di perintahnya. Di berinya tanah melombong, namun ada yang di berinya pinjaman wang modal. Tetapi di bawa mereka kongsi gelap, penjahat dan gengster. Sejarah Ghee Hin dan Hai San dalam industri perlombongan bermula dari situ. Gengster berbunuh antara mereka berlumba mahu kuasai lombong. Mencetuskan Perang Larut 1,2,3 dan 4. Melibatkan lombong lombong Melayu, hingga akhirnya lenyap.
Pada suatu masa, Kapitan Cina dan 44 gengsternya telah menanda tangani Petition meminta British di Penang masuk ke Perak menolong mereka dapatkan semula lombong lombong yang telah di tawan oleh puak lawan. British masuk dan membawa kapada Perjanjian Pangkor 1874 yang di tanda tangani “under the barrel of a gun” dan penjajahan
British bermula di negara ini. Begitu sekali pengkhianatan kaum pendatang di Larut itu.
Ramai keturuan mereka yang ada sekarang ini. Di zaman pengganas kominis, ada di antara meraka yang membantu Parti Kominis Malaya, di pindahkan dan di kepong di “Kampong Kampong Baru Cina” oleh penjajah British. Bila Merdeka mereka mendapat kerakyatan tetapi enggan menjadi rakyat Malaysia dengan sepenuhnya. Mahukan sekolah Cina dengan Bahasa Mandarin sebagai bahasa pengantar.
Maka mereka yang menggunakan cara gengster itu mesti di tangkap dan di penjarakan oleh pihak berkuasa. Mereka juga gunakan tipu helah untuk mendapat apa yang mereka mahu. Pengerusi Dong Zong itu sendiri, Yap, di katakan di masa himpunan Dong Zong di Kajang tempoh hari bahawa dia pakai dua ijazah PhD tipu yang di beli di Internet. Dong Zong mesti di keji dan digesa supaya tidak mengasingkan diri dan mengikuti arus perdana di negara ini. Mesti menjadi rakyat Malaysia sepenuhnya dengan menghormati Bahasa Kebangsaan.
Gejala kongsi gelap, penjahat dan gengster ini memang merosakkan masyarakat. Di katakan timbul di selatan negeri China (di mana kaum pendatang Cina berasal) menentang kuasa kuasa barat seperti British, German, Peranchis dll cuba menapak di China di abad 18 dan 19. Dengan kuasa senapang, meriam dll mereka. British memaksa China menerima candu dari British India bagi mengimbangkan perdagangan (balance of trade) mereka yang banyak mengimport barangan dari China tapi tidak ada banyak barangan British yang China mahukan.
Berperang sehingga apa yang di panggil “the unequal treaties”. Bukan sahaja Perjanjian Pangkor di tanda tangani “under the barrel of a gun” , tetapi juga China yang begitu besar negara dan begitu ramai maanusia. Hong Kong di takluk dan di pulangkan kapada China hanya di tahun 1990.
Gejala kongsi gelap, penjahat dan gengster itu telah di bawa masuk dek pendatang ke Penang, kemudian ke Perak, Selangor, Sungai Ujung (Negeri Sembilan) dan Johor. Sekarang ada di sluruh negara. Cilaka. Pendek kata ada di seluruh dunia – di mana ada Chinatowns, di situ mereka ada. Puaka.
Yang cilaka dan puakanya ialah mereka di gunakan oleh puak puak yang menentang Pemerintah. Puak Pembangkang seperti DAP. Mereka ada mengambil bahagian di pergaduhan kaum 13 Mei 1969. Buku “13 Mei 1969, A tragedy, by the National Operations Council” (boleh di google) ada memberi butir butir lanjut peranan mereka.
Pihak berkuasa mesti perangi mereka, kawal mereka, kalau boleh, cuba kikis mereka. Seksa hidup dan tidak aman rakyat selagi mereka ada.