Challenges in Malaysian classroom

2.1 Sense of Belonging in the Same Ethnic Group.

A typical Malaysian classroom has students from many kinds of races. Either it be the
Malays, Chinese, Kadazans or Indians, they mostly are put together in one classroom.
Problems arise when these students tend to group themselves according to their races. It is a
common sight when students are belongs to groups with only one race. Some people might
view this situation as harmless but if left unattended, it will be much harder for teachers to foster
unity among Malaysians especially in school.
Teacher can start addressing this problem from level one pupil. This involves those who
are aged from 5 to 9 years old. At this age, pupils may not be able to recognize the differences
among themselves. In fact, teacher should seize this opportunity to instil tolerance and
acceptance towards other races with much awareness of their own cultures. Perhaps teacher
can conduct more group works and divide the class herself. Divide the class accordingly and let
the pupils get use to be in a group with different races. This type of grouping would be a good
chance for students to get to know each other and as time passes, students will probably get
used to mix with other races. According to Lang (2005), it was human nature to fulfil one of their
basic needs that was social acceptance. In school context, social acceptance can be
considered as sense of belonging.
The idea of creating a non-threatening classroom seems hard but if a teacher is able to
pull it off, students will feel accepted and comfortable. It will be much easier for students to open
up to each other and blend in well.
2.2 Culture Barriers
This would be the number one and the biggest challenge in teaching a multicultural
classroom. Culture barriers are barriers brought about by cultural differences (Muzafar, 2010).
When talking about cultural differences, one must consider not only the languages, but also the
customs, beliefs and clothing. These aspects differ in every race. It becomes a problem in the
classroom when students start comparing or even worse; they start to question each others
cultures. Teacher would not want this type of problem to prolong. That is why teacher must think
of ways to solve.

One of the most difficult challenges for multicultural classroom is the festive seasons that
occur in many childhood programs; Hari Raya, Chinese New Year, Deepavali, Kaamatan and
other various ceremonial days. The solution to this dilemma is two-fold: 1) celebrate these and
other events in an inclusive way where all children can participate, learn, and enjoy the activity
and 2) support multiracial and multi-ethnic children's celebration of each part of their heritage.
Of vital importance is that the child is not expected to put down part of his or her heritage to
celebrate another part (Scott, 2010).
To increase multicultural awareness, look for books that include those cultures. Create
posters, artwork, and bulletin boards that include multicultural children and adults. Make sure
posters, school-home connection pieces, magazines, pictures on the wall, calendars and others
reflect those cultures. By including things like these in the classroom, students are aware of
each other cultures and norms and start to appreciate one another. They will have deeper
understanding about each others cultures.
2.3 Biasness
Multicultural classroom is prone to fill with a variety of harassment, form benign
questions that want to know. Educational environments that reflect the rich diversity of the
community, nation and world assist in opening students' minds and actively engaging them in
their learning (Banks, 2006). Research has shown that prejudice is countered when educational
environments foster critical thinking, empathy development and positive self-esteem in students.
Teachers need to respond to these incidences quickly and sensitively, while
simultaneously providing accurate information to other children. One of the great strengths of
having multiracial and multi-ethnic children in a program is that it exposes all children to the
richness of diversity and challenges the concept of single categories and groupings. It is
important for teachers to think about how they can most effectively raise the complex issues of
hate, bias, scapegoating, and exclusion with their students. Educators should keep in mind that
conversations about understanding and respect should not be limited to a commemorative
event, or other special programs, holidays or activities but instead, should be a part of everyday
business in the classroom. Creating inclusive, respectful classrooms is an on-going effort, and
working for social justice is a life-long endeavour. Teachers need to children appreciate the
diversity and complexity of all people (York, 2008).

2.4 National policy

The government can consider one type of school, but if we follow this way, can national
integration be achieved? This will develop other feeling from other ethnic groups, even from
open minded Malay. The national integration should be achieved through the fair policy not just
formally you of together, you just learn one language will achieve the unity (Interviewee 05,
Chinese; Interviewee 01, A/Chinese). This is another problem that happened in our education
system in Malaysia. Fair policy should be our main focus in order to enhance the integration in
Malaysia. We should not just follow one type of school as we have national school and also
national type school. In a multicultural society, we need to give and take so that we can build the
best policy that gives fair treatment to all ethnics. If we just follow one stream, what will happen
to other streams and I am sure they will fight for their right. However, I could view that the policy
is based on political importance as it keeps changing from time to time. It is true that language
can be a medium of unity but it could not work alone. The integration has to be diffused within
the pupils to ensure the real meaning of national ideology and the concepts.
2.5 Stereotyping
Stereotypes are characteristics ascribed to groups of people involving gender, race,
national origin and other factors (Nadra, 2014). Stereotyping has existed in human culture ever
since there were visible differences between groups of humans. In carrying out stereotyping,
each person thinks the other is somewhat inferior or possesses undesirable qualities that are
common to the whole group of people, and most of the time pass judgement based on observed
behaviour by certain people of said group.
In Malaysian context, stereotyping is a common thing as Malays are labelled as lazy and
stupid while Chinese are labelled as smart and rich. Meanwhile, Indians are said to be poor and
always drunk. These are the perceptions that somehow become the barrier for integration to
take place. We need to alter the perception so that teacher can inculcate racial harmony
practice within the pupils. The mind set should be replaced as everyone is the same despite of
race, religion and culture. We lived in a society where we formed the country together. In fact,
Malaysia has managed to maintain a peaceful condition from a long time ago. Stereotyping
would be one of the major challenges in fostering unity among Malaysians because it would
eventually eradicate our spirit of Malaysian. As a result, we need to find ways to overcome this
challenge so that we can foster unity among Malaysians.

References
Banks, J. (2006). Cultural diversity and education. Foundations, curriculum and teaching.
Needham Heights, MA. Allyn& Bacon.
Chandra Muzafar. (2010). Values in the school system. Paper presented at the seminar
on Multiculturalism: Lessons learned and the way forward on 29 September 2010.
Universiti Pendidikan Sultan Idris, Malaysia.
Lang, Q. C. (2005). Classroom Management. Kuala Lumpur: Prentice Hall.
Nadra. (2014). Stereotypes. Retrieved from: http://racerelations.about.com/od/undertsandingrac
York,S. (1991). Roots & Wings: Affirming Culture in Early Childhood Programs. St.Paul, MN.
RedleafPress.