To deny educational diversity in the country is a form of "political hegemony", said academicians at a forum o­n 'Plural society and educational diversity' o­n Tuesday.

They also insisted that this diversity should not be raised as an issue, as had been done by certain quarters who claimed that it would be detrimental to national unity in a plural society.

Speaking at the forum organised by the Dong Jiao Zong Higher Learning Centre, Universiti Kebangsaan Malaysia's (UKM) Prof Dr P Ramasamy ( photo ) said the government's recent policies such as Vision School and the introduction of English in the teaching of Science and Maths, did not have any empirical basis.

"I don't know why the Chinese and Tamil schools seem so offensive to them...if you can't tell me how the vernacular school system is impeding national development, then (these new government policies) are purely subjective and politics," said the lecturer attached to UKM's School of History, Political Science and Strategic Studies.

Prime Minister Dr Mahathir Mohamad and other senior ministers had repeatedly said the current education system with different streams of schools is the major reason for polarisation among younger Malaysians.

Their hints that all students should be placed under a single education system have worried vernacular school proponents and practioners as to where government policies o­n education might lead to.

Hegemonic usage of English

Ramasamy said that the presence of different streams of schools should not be construed as an obstacle in meeting the challenges of globalisation.

"Much earlier the government used the argument of ethnic integration to weaken the vernacular school system, but today it has shifted in realising the objective of globalisation. (But) the presence of a plural educationalsystem actually should be seen as strength in mitigating the nefarious effects of globalisation and its hegemonic usage of the English language," Ramasamy stressed.

For him, education has remained the most politicised and controversial arena of politics in multiethnic societies as it "provides opportunities for the government to pursue its goal of political hegemony to control the people".

"This conflict and contestations between the state and non-state forces (ethnic and cultural groups) are nowhere more true than in the Malaysian case...in fact, the pursuance of the interests of the state is often perceived as eroding their (non-state forces') cultural and linguistic strength," he said.

Ramasamy's contention was echoed by another speaker, Prof Dr Shamsul Amri Baharuddin, director of UKM's Institute of the Malay World and Civilisation.

Shamsul ( left ) said the government's attempt for hegemonisation of its people in various forms - including education - is caused by the strain between the government (or the state) and society o­n their differences of political agenda.

"The state usually tends to hegemonise everything: o­ne language, o­ne nation and o­ne country (satu bahasa, satu bangsa, satu negara). This tendency is very strong. But society, especially a plural society's tendency, is for heterogenisation and want their respective identities to be defended," he said.

He reminded the government that different streams of education and multilingual instructions in schools are a reality which should not be disputed.

"From a sociological angle, the pluralism of Malaysia should not be a question. Likewise, pluralism in politics, social, economic and culture is a reality too, and this also includes the pluralism of education which had been declared in the Federal Constitution and Education Act," he said.

Decentralisation and decontrol

Another speaker however suggested for "decentralisation" and "decontrol" of the current education system.

Philosophy lecturer in New Era College, Sim Kwang Yang (photo) said this move is essential as the local community know what is the best for their children, such as the instruction medium to use.

"Language is the expression of thought. It is an entirely different culture's view, not just a tool to unite people," he said.

"Therefore, the government should allow more autonomy to local authorities and let the community have more say o­n education. Let them participate and let them be empowered with this."

On this, he lauded the people's religious schools (Sekolah Agama Rakyat or SAR), citing it as an example of a good model of 'community education' whose academic performances have been proven sound.

Sim also pointed out the importance of building more institutions of democracy, for instance, an open and totally free medium for discussion and debate o­n the education issue geared toward educational diversity.

The government has threatened the Internal Security Act and Sedition Act o­n opponents of the language switch in the past few months. A 1987 protest o­n the government's move to place non-Mandarin-speaking teachers in senior administrative posts in Chinese primary schools led to the notorious Operasi Lalang which, among others, arrested 106 people.

"We should also work toward non-racial politics among educational organisations. Dong Jiao Zong should not o­nly fight for Chinese education, but also begin to fight for other educational rights, like the SAR, then strategically this movement will not be seen as a self-isolated organisation," Sim added.

The forum was part of a series of celebrations themed 'Diversity strengthens culture?' organised by Dong Jiao Zong for International Mother Language Day which falls o­n Feb 21.

A o­ne-day festival will be held at Dong Jiao Zong's Kajang office next Friday.

International Mother Language Day was declared by the Unesco in 1999 as a recognition of the importance of linguistic and cultural diversity in representing the universal values that strengthen the unity and cohesion of societies.

The objective of the day is also to promote linguistic diversity and multilingual education, and to develop fuller awareness of linguistic and cultural traditions based o­n understanding, tolerance and dialogue.

DAP chairperson Lim Kit Siang in an earlier statement also called for the government to formally observe the fourth International Mother Language Day as Malaysia was o­ne of the 28 countries which seconded the proposal.