The Cancer of Malaysia – Part 1

March 1st, 2010 at 0:23 · Filed Under Chinese, Critiques, Education, Malaysia, Politics · Comment 

March 2008, the opposition parties or denominated the People’s Coalition (or Pakatan Rakyat or PR for short), received an unexpected landslide victory in the 12th General Election (GE12). PR had successfully secured 5 northern states in peninsular Malaysia. Since then, Malaysians have started to witness their own very beloved country becoming the showcase of betrayals, mockeries and remonstrations.

Before our former Prime Minister Tun Mahathir Mohamad stepped down, he made a radical change to our education – the use of English language to teach math and science subjects in all primary and secondary schools. His change was immediately welcome by many Malaysians, I was for one of them. This, of course, was disagreed by many other parties who champion pro-ethnic education. Dong Jiao Zhong (the association of Chinese vernacular school boards and teachers) is one of them to loudly protest.

Before we get deeper into education, it is worthwhile to mention a few racial and religious pandemonium which happened recently. One most recent uproar is the protest of the ruling of court over the use of the word “Allah” in a Catholic newspapers, Herald. Churches were bombed and torched by some unscrupulous citizens. Before this, a group of Muslim protesters trampled a severed cow head to protest the building of Hindu temple near their residences. You can find many reports on disheartening eruptions of racial and religious matters besides politics on the Internet so I am not writing the entire length and breadth but to mention one or two as examples.

Malaysia advertises herself as a beautiful country with multi races living together in harmony and tolerance. Where is the noble tolerance between different races and religions? What is contributing to this separation of ethnicity and religion?

Let us ask ourselves a very simple question: What has happened to Malaysia? This simple question has no easy answer. The answer is multifold and viciously lurking and recycling in every layers of Malaysian society.

If you ask me what my answer is, I think the best analogy to describe this is cancer! Yes, multi-stream education in Malaysia is like cancer, slowly suffocating and envenoming the pure untouched minds, silently consuming ethnic unity in Malaysia.

Before I go further, I would like to boldly correct a common mistake and suggest a term to address Chinese descendants or Malaysia-born Chinese as “ orang Cina” or “Cina” for short. In my opinion, only the native inhabitant of China can be entitled as “Chinese”. Like Peranakan, “Cina” will be the proper localized term to classify our ethnicity. While for Malaysia Indian, I would address them as “orang India” or “India” and Malays as “orang Melayu” or “Melayu”. To be fair.

As a Cina myself who has received 6 years of primary Cina education, I generalized the grass root Cina community as conservative and hardworking with narrow and superficial thinking and vision. Close minded, emotional and shallow. I personally have experienced these many years ago during school days.

I was a town boy and lived among grass root Cina. I had never communicated with a Melayu or India until I was in secondary school. I would see some Melayu ladies passing by my house every morning and evening.

In primary school, I was among the 100% Cina students except a few Melayu teachers and staffs. My limited exposure to other races did not come to the end when I went to secondary school. All students coming from Cina primary school would be put together in “Remove” class, 100% Cina with no India at all. I only began to have Melayu classmates during Form 1 and I could tell you, they were fun to call them friends compared to other Cina peers. This racial mixture had to come to the end when I entered Form 4. I was in Science 1 class and there was not a single Melayu classmate, only 1 India. In Form 6, again I was in Science 1 doing double math, my classmates were 100% Cina.

After more than 20 years, I can still remember an experience during my upper 6. Our teachers always advised and encouraged us to speak English in school and of course I was the only “stupid” Cina student to comply. As the result, one of my female classmate called me “Banana Man” （a racial discrimination term used by Cina to call other Cina who does not speak Cina, it is like banana, yellow (Chinese skin) on the outside, white (English) on the inside) and together with other classmates as well as our peers from other classes to desist from speaking to me. How shallow she and the others could be? This is the malignant product of multi-stream education. These shallow and superficial minds are poisoned and shaped by the monotonous environment.

About 5 years ago, my wife and I were to decide which school we should send our children to. Being a Cina educated who did not have confidence in Cina vernacular education and my wife received her education from national school, we decided to send our children to national school based on a few observations.

I was back to my former secondary school and coaching karate there. In my class, I had both Cina and Melayu students. And the Cina students were from both Cina and national school. I observed them for very long time and these were what I concluded:

  1. the Cina students coming from national school are more willing to interact with their Melayu peers.
  2. the Cina students coming from national school are more communicable and possess good interpersonal skill far better than those coming from Cina stream.
  3. the Cina school educated students demonstrate self centered attitude.
  4. the Cina school educated students shun themselves away from dialog.
  5. the Cina students from national school are more active and socializing.

As a software engineer, I have not used Mandarin to communicate despite the fact that many years ago I had collaborated with software developers and engineers from China and Taiwan. Based on personal experience and observation, we decided not to send our children to Cina-stream school.

But to be fair, ethnic and religious demarcation happens in national school. This Chinese New Year, my wife prepared some cookies for our eldest son to bring to school and to share with his classmates. None of his Melayu friends ate or touched the cookies. It is pathetic to see how religion separates Malaysian children at such a young age!

Multi-stream education is the separatist which divides the ethnicity at the very young age. Children are separated by ethnic idealism in the name of education. And Malaysia is the only country in the world which practices multi-stream education.

Next, we should look at treacherous political influence and the historical mistakes in multi-stream education.

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