(ARTICLE PBL 2) (SET 25) RACIAL INTEGRATION

Mon, Aug 3 2009 10:56pm MYT 1

atiq art
6 Posts

Nur Atiqah binti Abdul aziz

Foundation English (set 25)

Monday and Wednesday

(4 p.m to 6 p.m)
PBL 2

article : racial integration (education system)

The Malaysian education system has been criticised by many people. Whenever a new education minister comes into power, there are changes made to the system. Why is that so? Does he/she want to leave a mark in history? Or because the system is so bad, that if he/she does not do anything, people will say he/she is not doing his/her job and by changing it(although negative) changes people’s perception?

Well, let’s not dwell into the politicians’ agendas. Our education has a lot of flaws and there is no doubt about that – but we can’t wash our hands and let the future generation go through something that we think is flawed. Things have to change and people have to be more accepting – but change does not come easy.

The focus of this article is about the racial integration aspect of our education system. From a personal experience, I believe I was well integrated in my school (a daily public girls’ school), where I knew all my classmates, most of my batch-mates and some of my schoolmates, without even considering their racial background. Personally, I did not feel any discrimination in school, let it be in terms of academics or any other activities – opportunities were based on merit and talent. Although people say that the bumiputeras are given priority in many aspects, I did not experience it myself and hence had an idealistic view that things are just going to be like it was in school. The only segregation experienced was during our split for Moral and Agama lessons – which I thought was a bit unfair as Moral Education was harder to score in – until we had a good teacher from a different school telling us tips and tricks to score in this subject during SPM.

Having left school, I was blessed with the opportunity to meet remarkable people during my A levels where racial tension did not exist and people were open minded about many things. Here, I had the experience of living in a residential school setting, but with a British twist in preparation to study in the UK. However, the allocation of scholarships and university courses did resemble some form of unfairness if you look at it from a merit point of view. I have few friends who had to do Form Six in order to get into university. However, as we all know, Form Six is super hard and it was unlikely that they were placed in courses that they enjoy; leading some to fork out money and go private. All these can be seen as unfairness in the system.

However, coming back to my point about racial integration, I realise that the way we are educated in school plays a vital role. Due to that, we can easily mix with people here (in the UK) and blend in, not forgetting our culture and values. However, it is different for certain ethnic community in the UK (first immigrant generation and their children always stick together). I draw this conclusion based on the Sri Lankan community in the UK – they always stick together and adhere to family/racial values although residing in the UK. But we Malaysians easily mix with everyone (especially those who reciprocate the easiness to blend together) – and I give credit to the national schools in Malaysia (at least until the year 2000).

Openness, Extraversion and Racial Integration among Malaysian Youth

Khairul Anwar Mastor & Fazilah Idris

School of General Studies, Universiti Kebangsaan Malaysia,

Racial integration among youth in Malaysia is a critical issue. Previous studies have

shown that personality traits, especially Openness and Extraversion play important roles

in the racial relation issues. In the present study, we examined the personality differences

among Malaysian youths and their association to some racial integration measures. A

total of 822 samples of multiracial youths voluntarily participated in the study and they

completed the Malay version of NEO PI-R and the Racial Integration Questionnaire

(RIQ). Findings were that the personality traits and racial integration measures of the

Malays, Chinese and Indians participants differed significantly. Openness and

extraversion were again consistently predicted all racial integration measures. Mediation

effects were partial, mainly by openness and extraversion on the racial integration

measures. Moderating effects were only shown by the interaction between culture and

conscientiousness on the mutual respects and opportunity awareness. We conclude that

being open to diversity in desirable good values and thoughts added with being more

sociable are among individual factors contributing to the racial integration among

Malaysian youths.

Keywords: extraversion, openness, and racial integration

Wed, Aug 5 2009 02:50pm MYT 2

NORATIQAH YUSOP
1 Posts

very nice article...

Wed, Aug 5 2009 03:05pm MYT 3

mashalina binti halim mas
2 Posts

mashalina binti halim

foundation english (25)

monday and wednesday

4pm to 6 pm

NURTURING HEALTHY RACIAL IDENTITY
DEVELOPMENT VS. INTERNALIZED RACISM IN
TRANSRACIALLY ADOPTED YOUNGSTERS

by Jane A. Brown, MSW

Last Revised: 8/20/08

When reprimanded for not having tidied her room as she'd been asked to, 12-year-old Elise erupted in anger and yelled: "Everyone is always bugging me! Even the girls at school tell me that my skin is too brown so their make-up doesn't work on me, and my eyes aren't right, so I won't ever be able to wear eye make-up like they do. I HATE my WHOLE life!"

Her wise mother set aside the topic of required chores temporarily, recognizing that intense emotions and a threatened sense of self worth are far more important than a clean bedroom. She'd been noticing her daughter's recent effort to fit in, that her clothing and activity choices seemed driven by peers' opinions, and that Elise frequently referenced her peer group regarding whether or not she felt OK about herself. She also recognized how often recently her daughter had rejected all-things Korean, such as participation in Korean cultural events, and seeing other Korean-adopted friends she'd had since early in her life.

She focused on the emotional content of her daughter's words, conveying that she was listening to understand, and wanted to help. "I'm guessing that lots has been on your mind-- worries over fitting in and whether or not you are as attractive as those girls-- the White girls-- in your school." "Who WOULDN'T be worried?" said Elise, "No matter how hard I try to not be different, it always comes up. "You're adopted. You're brown-- not like us. " Why can't they just treat me like everyone else? I wish that I was White. " Wisely, Elise's mom didn't sidestep Elise's strong feelings by telling her how much she loved her beautiful looks. Instead, she responded " It must be uncomfortable to continually be reminded that you are different from most others in those ways-- adoption and race. I'm guessing that you may sometimes be afraid that others at school think you're not as good as they are." "You've got that right," muttered Elise. " Those girls also say insulting things about kids of other backgrounds, too. " Elise's mother understood from this that even when White kids make derogatory remarks about individuals or groups of color without demeaning Elise's ethnic background, the effect on her daughter was that she "got it" that minority heritage is deemed inferior to being White. Elise's shoulders relaxed and she moved closer to her mother. "At least I can talk to you, Mom," she said.

Elise's mother found a beauty supply shop that carries make-up designed to suit any and all skin tones, and a young adult Asian make-up artist to demonstrate applying make-up that compliments Elise's skin tone and eyes. She arranged a surprise make-up demonstration for Elise and a few other adopted Korean girls, after coordinating this with the mothers of the other girls. The girls loved it! They decided, after that, that they'd also like to learn how they could wear their hair, what clothing would be comfortable and attractive on them, and how to care for their skin. Elise's mother sought young adults of color to help the group learn about self-care, and who would provide positive role modeling for valuing themselves and one another.

Elise's mother talked to her daughter about the importance of having a circle of friends of color and made sure her daughter had opportunities to make these friendships. She realized that for a young teen of color, being with a group of youngsters of color yields "the pause that refreshes" from negative societal messaging about race, feeling singled out for racial group membership, and from being watched while out in public with White parents. She realized how important it is for her to give permission and encouragement to her daughter to make and keep such relationships at a time when youths their age are developing more conscious awareness of the social and political significance of race, and need the felt-experience of belonging in a same-race group to debunk stereotypes and collectively see and nurture their own strengths. For an adoptee, these friendship circles also offer emotional armor against challenges that they aren't "Korean enough" or aren't "real Asians" because they live with White parents, from members of their own race group. That they need to know-- in the words of youths of color-- how to "act their race."

Elise's mother also began to re-evaluate the social environments in which her daughter spends time, considering whether they tend to be predominantly White or offer multiracial and multi-cultural reflections for her daughter and their family. She began to make a more conscious effort to find a more multiracial school, summer camp, interest groups. She shifted gears from expecting Elise to live within her social arena, to joining the multiracial and multi-cultural one Elise needs and deserves.

She stepped up efforts to shop in markets and clothing stores where they'd encounter more people of color. To subscribe to magazines that depict women of color and feature their worthwhile contributions in science, art, politics, sports and literature. She made more effort to nurture her own friendships with adults of color, and place herself in social situations where she was likely to meet and have a chance to get to know more. She and Elise also began to study the history of racism together-- focusing on learning about the valuable contributions of individuals and groups of color, and about White individuals and groups that fought racism. She realized, as well, that families who live in White-dominated locales and opted to adopt transracially have a greater responsibility to do these things and assess the diversity of environments such as schools for their suitability, or to move, as they need to realize that providing these components for developing healthy racial identity are foundational and not optional.

In addition, she found a young, transracially-adopted adult mentor, realizing that Elise needs a close, personal, ongoing relationship with a young woman grounded in American cultural ways, but with shared-race in order to nurture Elise's comfort with wearing the skin she is in. She wants Elise to be able to look into a mirror and not only see who she expects to see instead of expecting to see a White girl, but to like who she sees and to look forward to someday seeing a mature woman who feels pride in her racial-ethnic heritage and claims that heritage as a strength.

She recognizes that acceptance by others isn't enough to immunize youngsters from developing internalized racism, instead-- an unconscious distancing, exoticizing, and rejection, or"othering" of those with shared-race, and by extension, self-rejection or even self-hatred turned in on herself. That just seeing people of the same race around her in public or participating in cultural activities and celebrations doesn't help youngsters feel comfortable with who they are, or remain proud of their racial-ethnic and cultural backgrounds beyond their early childhood years. She realized that parents who offer only this see their children rejecting their cultural heritage and along with it, their racial-ethnic group membership if they don't grasp the fact that race is the more salient issue as youngsters mature and actively, consciously nurture healthy racial identity development. She also recognized that Elise yearns to be able to fit in with her age mates, and so mentoring from women who are mature and first generation immigrants doesn't help her to know that she can be Asian AND "cool."

She also encouraged Elise to continue to play soccer. Sports, she reasoned correctly, gives youngsters and even playing field regardless of their racial background. On a sports team, its skill, not looks, that count.

Months later, Elise's mother found the make-up she'd purchased for her daughter stuffed into the back of an unused drawer in the bathroom. When she mentioned that she'd found it there, instead of in a more accessible location, Elise shrugged. "I really don't need that stuff now, 'cause I'm too young to be wearing make-up. I just wanted to know that I CAN wear it when I want to, and that there is make-up that will look good on me. When I get older and go to high school like Susie, my mentor, it will still be there."

Return to F.C.C. home page

URL: http://fwcc.org/racialidentity.htm

Wed, Aug 5 2009 10:31pm MYT 4

kÀkìKÙ bÈRlarì
12 Posts

Hayati Bte Husin

Foundation English (set 25)

Monday and Wednesday

(4 p.m to 6 p.m)
PBL 2

Zahid's 1education way to integration

2009/06/08

KUALA TERENGGANU: The education system needs some form of a merger for better integration, Umno vice-president Datuk Seri Dr Ahmad Zahid Hamidi said yesterday.

He noted that religious schools, national type and national schools were running parallel in the present system.

This, he said, had to change with the emergence of a single formal education system.

"During former prime minister Tun Abdul Razak Hussein's time, there was one education system which led to integration, although the students never stopped learning their mother tongue," Zahid said after launching the "Malaysian Alliance: Continuity of a Struggle" seminar.

He said even the 1Malaysia concept mooted by Prime Minister Datuk Seri Najib Razak for better racial integration had its roots in policies of the past.

Come witness my own little 1Malaysia

2009/05/17

IN a prevailing global scenario of gloom and doom, we can still have our moments that uplift us. When blessings come.

At a personal level, just such a moment in life happened to our little family with the arrival of a miracle baby. Being unexpected made it all the more wonderful.

You see my dear daughter Samantha, after losing a child, had been told she could never have another. So she promptly adopted two adorable Indian babies, now aged 4 and 2 respectively.

Then on Oct 10 last year, Thomas Oliver arrived. Samantha's English husband won the genetic struggle hands down. The latest addition is very large, very white and very English. His little siblings dote on him.

The world gawks. The family rejoices.

What occurs to me is an unusual twist to all this -- I saw it in a curious way as a living symbol of something much in the news at present. Here is our little 1Malaysia family. The notion inspired the present article.

1Malaysia has not yet been fully spelt out but the concept offers salvation if we are to become not just a country but a nation -- achieving unity in diversity. The seeds have been sown.

We began as Malaya -- the land of the Malays which institutionalised the special position of the Bumiputera. And rightly so. They are the indigenous people who have lived here for centuries. They look to no other country for their roots. They almost single-handedly fought the Malay struggle against colonialism. Today's multiracial mix was created by migration.

The basis for the 1Malaysia concept began at independence. It was the Malays who gave citizenship to the Chinese and the Indians. The Brits had omitted to do so. The Malays were still dominant (are even more so now at 65 per cent of the population) and their special position and rights enshrined in the Constitution.

That first social contract between the different ethnic communities remains to this day the bedrock of our polity and our society. Anticipating 1Malaysia, they intended no group should be marginalised. The Constitution spells out the rights conceded to the non-Malays.

An audit of how it all has developed and where we stand today is revealing. The non-Malays recognise their future is inextricably linked to the Malays. They are not demanding equal treatment but fairness to all Malaysians.

They have long since learned to live comfortably in this "land of the Malays". Temples, mosques and churches exist amicably side by side.

A degree of racial integration has been achieved. Manifest in the goodwill showcase of Hari Raya when the Malays throw open their homes and their hospitality to their non-Malay friends but Malaysian brethren -- and vice versa at other festivals.

The Hari Raya open house, you may be interested to know, was instituted by Tun Abdul Razak Hussein in 1971. Thousands attended it.

He also gave us the New Economic Policy to restructure society and close the economic gap where the country's indigenous majority were the disadvantaged. Razak bequeathed us the bush jacket, a practical business-like almost uniform suit, in contrast to all the colourful traditional attire that identifies the various races.

There were, however, plenty of other visible signs of distinctly ethnic identity dividing us even then. Ask a Malay who he is and invariably he will reply that he is "anak Johor" or "anak Selangor", that is, a subject of the Malay ruler in his state.

A Chinese or a Indian asked the same question will identify himself as a "Chinese Malaysian" or a "Indian Malaysian". Not yet just simply "Malaysian". But at least we are in this regard slightly ahead of our friends across the Pacific. President Barack Obama describes himself as "Afro American" -- race first, country second.

However, by a process of assimilation, America today has gone much further down the road to 1America.

Our situation has, I'm afraid, deteriorated. Ethnic tensions have surfaced that are highly combustible.

An interesting and revealing contrast are the recent riots in Thailand. The Thai variety lacked nothing in violence but the casualty list included only two fatalities.

In 1969, when Malaysia had its first and so far only race riots, the death toll was 200. The difference -- we are divided racially. If we take to the streets, bloodshed can follow.

Race and religion have become critical issues.

1Malaysia calls for all hands on deck. I heed the call. Although I may be fit to be only a cabin boy, being of the .001 per cent of Malaysians of English origin. I think there are about 10 of us -- not enough to form a party.

Malaysians want change, not necessarily a different government but a better government. We are suffering from political fatigue and tired of all the rhetoric.

The campaigning has to stop to allow us to get on with running the country. Most of all, with a concentrated attention on the economic crisis.

We have, however, made some progress. The March 2008 elections brought a democratic dividend -- the rakyat spoke -- and a two-party system emerged. We could hope for the first time for a healthy opposition and for the first time, a more multiracial approach.

Most pertinently, the taboo was broken -- ethnic identity was no longer the defining attribute in political support.

Whether today's mood is "healthy" is questionable. The defections strategy, serial by-elections (especially if staged) and demonstrations are a prolonged threat to stability.

By contrast, Datuk Seri Najib Razak's 1Malaysia is a restorative policy. Will it all work? Early days, but I believe it will.

I'm constantly asking where are the warm, gracious, courteous, moderate, tolerant, inclusive Malaysians, who were the staple of this multiracial society.

Well, they are still there. Extremist groups make the most noise -- noise pollution. But the quiet majority are sensible and will help reunite us. As to the youth, they are less susceptible to hatred and prejudice.

And we have an example to emulate in Obama, a living symbol of racial reconciliation. We need to shed any ethnic silo mentality, become a thinking culture, seek unity in diversity.

If anyone doubts any such state of affairs is possible, please come and see our little 1Malaysia family.

Fri, Aug 7 2009 11:07pm MYT 5

Salwani Abdullah
5 Posts

Salwani bt Abdullah

Foundation English(set 25)

Monday and wednesday(4pm to 6pm)

Article:Education System

Monday, August 15, 2005

Maximus Ongkili on National Unity

Our minister in our Prime Minister's department in-charge of national unity, Datuk Dr Maximus Ongkili was interviewed in the New Straits Times on Sunday, 7th August.

I've extracted the his opinions specific to the National Service programme for our Malaysian students as well as his opinions with regards to national unity in our Malaysia schools.

Q: Is the National Service programme successful?

A: From the hearings, we learnt it has been a great success in fostering racial unity. Parents told us their children had changed their attitudes about other races after attending NS.

But then, not all students can participate. Next year, the NS intake will be increased to 95,000 but even that constitutes just 22 per cent of the Form Five population. Then there are the primary and secondary school students and undergraduates.

Q: How can we tackle racial polarisation in schools and universities?

A: We can take the NS content in a diluted form to the school. Special talks and motivational programmes can be organised.

The National Unity Department has also set up Rukunegara Clubs in secondary schools. At university level, Rukunegara Clubs will be launched next month.

Q: Is that enough?

A: Universities should also initiate their own measures. Some are organising cultural programmes. But I feel the role of teachers, parents and community leaders is also important.

They must not just preach racial unity but lead by mixing freely and learning to appreciate the values of other communities. We must walk the talk.

Q: Is the education system, with its different schooling streams, hampering efforts to promote racial integration?

A: According to the stated objective of our education system, it is not supposed to yield that kind of result. The positive values of our system far outweigh the negative. Besides, some of the most patriotic people I know are from Chinese schools.

To be quite frank, his answers actually don't reveal too much, and its probably tailored to ensure that he does not trigger any racially sensitive issues. :)

Here's some of my non-tailored opinion on the views that he provided as well as some of the more difficult questions, the journalist should have asked further.

I whole-heartedly support the national service concept which our government is putting in place. Any qualms I have (and I do have a fair bit of them) is with regards to the finer details of the programme and its execution, which can be significantly improved. For e.g., some of the course content is probably a waste of time, while in certain camps, the "trainers" are absolutely not qualified to do the necessary training. But lets take it one step at a time, and hopefully with the valuable feedback, the government will improve the national service programme over time.
Racial polarisation at our schools and particularly universities is a serious problem. There are "privilege" institutions in Malaysia whereby non-bumiputeras are not welcome. There are the increasingly popular Chinese schools, while generally academically strong, contributes little towards racial or national integration. It is hence not surprising that, in our "multi-racial" universities (excluding "privilege" institutions like Universiti Teknologi Mara (UiTM)), the ethnic groups tend to not interact with one another.

Datuk Dr Ongkili has suggested that "special talks and motivational programmes can be organised" - the day that national and racial integration can be achieved through special talks, will be the day that we have absolute peace in this world. What are the percentage of students who will be at all interested in sitting in seminar rooms listening to a (in all probability) boring speaker attempting to "motivate" with an absolutely "unexciting" subject? How many students will "willingly" join "Rukun Tetangga" clubs.

Racial integration and national unity among students will ONLY be achieved through real practical environment and experience (note: NOT a 2 hours a month hand-shaking event). Any policies to improve national unity needs to be studied from that perspective.
The journalist rightly pointed out whether Datuk Dr Ongkili's suggestion above is sufficient. Our minister then added that universities should organise "cultural events" to increase greater understanding amongst ethnic groups. Well, that's not an earth-shaking suggestion, but it's a positive suggestion nevertheless. However, the practise in the past few years have been such that Chinese cultural events have been largely "forbidden" in the local universities such as Universiti Malaya (UM) and Universiti Teknologi Malaysia (UTM). Datuk Dr Ongkili needs to ensure that the Malaysian institutes of higher education actually actively seek to promote and increase cultural understanding amongst its students!
Our minister "tactfully" stated that the "positives far outweigh the negatives" in our current education system, with the different schooling streams. Only a leader blind to what's happening on the ground will make such a declaration. I've discussed the national school vs the vernacular school debate in some of my earlier posts. I certainly feel strongly that the current dichotomy in our education system is not only failing to "integrate" the various communities in Malaysia, it may actually be fortifying the separation between the racial groups in Malaysia.

Our ministers need to show leadership by being brave with what they need to do in order to deliver the objectives and mandate given to them. I'm happy that some of the actions in recent years have been "positive", such as the national service programme (despite many flaws to improve). However, such steps are only the beginning. It is important for our leaders to admit the facts and their follies in the past, in order to be able to move forward and implement solutions that will one day bring about true integration amongst Malaysians.

For all Datuk Seri Lim Keng Yaik's (the president of Barisan Nasional component party, Parti Gerakan Rakyat Malaysia (PGRM) and our Minister of Energy, Water & Communications) shortcomings, I am extremely pleased that Datuk Seri Lim has the courage to raise the issue of Anak Malaysia in his speech yesterday.

Malaysia will never see the creation of a Bangsa Malaysia as long as there are people using the 1957 social contract to silence the non-Malays.

Well said, Datuk Seri.

Sat, Aug 8 2009 10:14am MYT 6

miza amiza
1 Posts

NOR AMIZA BINTI HARUN

A119555

MONDAY & WEDNESDAY (4.00-6.00pm) SET 25

SOURCE: INDEPENDENT NATIONAL NEWSPAPER OF EAST MALAYSIA
Established since 1963

Rukun Negara clubs will be set up in schools and public and private institutions of higher learning in the country to promote and inculcate its guiding principles among students, Minister in the Prime Ministers Department Datuk Dr Maximus Ongkili said.

To facilitate an immediate setting up of such clubs, the National Unity and Integration Department will discuss with the Education Ministry and the Higher Education Ministry on the procedures and process.

It is important that Rukun Negara Clubs be set up and made active in schools and universities, Dr Ongkili said at a dialogue with academic staff and students of the Labuan International Campus, a branch campus of Universiti Malaysia Sabah (UMS), here.

The idea to set up such clubs in schools and institutions of higher learning was mooted by Prime Minister Datuk Seri Abdullah Ahmad Badawi three years ago in Melaka, said Dr Ongkili.

Abdullah, then Deputy Prime Minister, when opening a unity convention, said there was a need to set up such clubs in schools and institutions of higher learning.

The Rukun Negara was formulated following the May 13, 1969 racial riots. It was proclaimed on Merdeka Day in 1970 by the fourth Yang di-Pertuan Agong and consists of two parts.

The first envisions the kind of society desired while the second outlines five guiding principles which embodies high values needed for Malaysia to forge ahead. They are, Belief in God; Loyalty to King and Country; Upholding the Constitution; Rule of Law; and Good Behaviour and Morality.

Ongkili said among the objectives and functions of the club was to promote the Rukun Negara, thereby ensuring that students were fully familiar and knowledgeable with its principles.

It is also to promote appreciation of the Rukun Negara through writing, speech contests, debates and drama performances; promote interaction, spirit of tolerance, and patriotism as well as co-operation among students of various races through extra-curricular activities such as motivational talks, campaigns, field trips and cultural exchange programmes.

It is also to promote the caring spirit among students, to work together and (participate in) other support activities for the poor, the handicapped and the aged besides providing a forum for ideas, suggestions and input for national unity policies and programmes, he said.

Meanwhile, Ongkili commended the Labuan International Campus, its academic staff and students for the racial harmony among its 1,800 campus citizens.

The location of the campus, which offers International Business programmes, was most strategic given Labuans status as an international offshore financial centre, he said.

Also present was the campus acting director and dean of the Labuan School of International Business and Finance, Associate Prof. Dr Zainal Abdidin Said. - Bernama

Mon, Aug 10 2009 12:47am MYT 7

usana _89
1 Posts

NORUSANA REFLEE (A128028)
FOUNDATION ENGLISH (SET 25)
MONDAY & WEDNESDAY (4.00-6.00pm)

pbl 2

Saturday January 24, 2009

Students lauded for promoting integration through cultural activities

By SHARON LING

KOTA SAMARAHAN: Universiti Malaysia Sarawak (Unimas) has been commended for promoting integration and encouraging its students to hold cultural activities on campus.

Deputy Education Minister Datuk Wee Ka Siong said the university was a fine example of integration and unity among its multi-racial student population.

”Through such activities, students from different cultural backgrounds can better understand one another and this will lead to racial harmony,” he said at Unimas’ Chinese New Year festival here recently.

ON YOUR HEAD: A breakdancer impressing the crowd with his moves.

He was also pleased to note that Unimas provided space for friendly and healthy interaction between students from different states, enabling them to learn to appreciate their different cultures and backgrounds.

”People used to think that Unimas was a backward place for higher education because of its location.

”Such scepticism is wrong because it has good facilities and a united student population,” he added.

Wee also said unity through integration remained one of Malaysia’s top priorities.

UP WE GO: A lion dance performance on poles.

He said integration enabled Malaysians to work together as one to develop the country while retaining their cultural identities and languages.

The festival, which was organised by Unimas students, featured a variety of traditional Chinese dances and music.

There were lion and dragon dance performances as well as a wushu demonstration, a fashion show and a drum display.

Also present were Unimas residential college principals committee chairman Dr Sopian Bujang and Senator Pau Chiong Ung.

Diversity and Integration in Malaysian Organizations: A Review

By:

Dr. Shahren Ahmad Zaidi Adruce,

Mohamad Mazlan Anis

The racial conflicts of the past have taught Malaysians a lot about the importance of racial integration and the need to accommodate diversity. Diversity could be an asset – but if improperly managed, could also lead to conflict and disaster. The bloody episodes on May 13th, 1969; the Kampung Rawa incident in 1998; the Kampung Medan atrocity in 2001; and many other smaller incidents were events that had happened in Malaysia as a result of a lack of tolerance in accommodating ethnic diversities.

These incidents have tarnished the good name of Malaysia despite being well-known for its peacefulness and rich cultural diversities. Although these crises and conflicts were notorious, they were small and occurred only in certain locations; unlike the catastrophes that had befallen Bosnia, Iraq, Somalia and many other nations in Africa and other parts of the world. Widespread conflicts like those characterized by the abovementioned, if not properly checked and managed, can ultimately lead to bigger conflicts that could escalate to entire regions. To further understand how such untoward incidents are prevented from recurring, it would be interesting to find out how the Malaysian government and pertinent NGO’s work in their attempts to facilitate and improve integration and accommodate diversity in the organizational context. This study reviews various literatures (journal articles, books, government documents, selected newspaper cuttings, and etc.) to uncover various efforts (such as social contracts, new economic policy, vision 2020, national service and various other efforts) undertaken by the Malaysian government to promote integration and manage diversities of various aspects (including gender, ethnic, religious and other special groups). Other than the widely known factors that have been identified to have an inhibitory effect on integration (such as a lack of understanding of Malaysian history and the importance of integration and accommodating diversity), unclear government policies have also been discovered to have had a direct effect on the integrating process. Just as well, factors that assist integration and encourage the acceptance of diversity have also been identified, suggesting future research directions in areas of integration and diversity that would help in augmenting the understanding of how to properly manage diversity. It is also expected that findings from this study will help provide a good source of introduction into the issue of racial integration and diversity in Malaysia.

Wed, Sep 2 2009 02:32pm MYT 8

eDdA cOmOt
10 Posts

Wealth of Culture

ARTS & CULTURE
Malaysia has a rich and colourful cultural heritage. Many of the traditional arts, culture and crafts are diligently kept alive by the various communities. Traditional dances and music hold a ' special place in the performing arts and every community has something to present at festivals or special occasions. Aside from religious festivals, Malaysians find many occasions to celebrate. There are a large number of public festivals and parades at certain times of the year.

Some of these include the Penang street festival known as Chingay, the National Day or 'Merdeka' celebration in Kuala Lumpur on August 31 and the 'Colours of Malaysia' which showcases the cultural heritage of the 13 states consisting of a grand procession as well as traditional dance performances and food promotion at participating hotels and complexes in Kuala Lumpur in September. In Kelantan, a colourful display of giant kites weave in the wind in late May in the International Kite Festival which draws participants from the region and follower enthusiasts from Europe and Japan.

Most states have performance venues for staging dance and music festivals, while top restaurants in the high-density tourist areas also provide stages or open halls where these activities can be observed and enjoyed. A good time to observe these performances is during the festivals held by each ethnic group such as at Hari Raya and Chinese New Year. Traditional games are usually played in the kampungs (villages). These are especially important to the Malay community and most have been preserved in their original forms. There are numerous cultural activities and festivals taking place throughout the year. All are guaranteed to make memorable experiences and interesting snapshots for the visitor to take home.

FESTIVALS AND CELEBRATIONS
Malaysia is a veritable land of festivals and celebrations. The major festivals of its multi-racial communities are celebrated to mark important events or days in their religious calendars. Most of them are colourful occasions when centuries-old customs and traditions are still observed. Prior to major festivals, there is usually a feverish burst of activity as people from the urban centres make the annual exodus to their hometowns while in individual homes earnest preparations are made in anticipation of the auspicious day.

Getting the house in order with extensive spring cleaning and decorations, shopping for new clothes, festival delicacies and stocking ample food is the norm. The holding of 'open house' by the different communities during the Hari Raya Aidilfitri, Chinese New Year, Deepavah, Christmas, Gawai and Ka'amatan festivals is a heart-warning feature unique to Malaysian society. Such gatherings foster goodwill and provide the opportunity to renew social ties in a convivial atmosphere with the hosts usually feting their guests to a generous spread of food and drinks.

There are many other exciting international, national and state events that take place throughout the year around the country. Some have become regular tourist attractions. Tourism Malaysia publishes an annual Calendar of Events which provides a listing of the most important events held throughout the country.

http://www.asia-planet.net/malaysia/wealth-culture.htm

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