National integration is an ongoing process where diversities and differences are recognized and respected, thus, allowing people to feel a sense of nationhood and belonging (Chang & Kho, 2017). Malaysia is the embodiment of this definition for its harmonious multicultural society. However, it can never be ignored that these post-normal times require us, to realign our nation’s values and forge a Malaysian identity to work against uncertainties and upheavals. For that, teachers play a pivotal role in building national integration amongst students through an inclusive and shared future vision of Malaysia. This writing entails the fundamental roles of teachers in cultivating national integration amongst students.

To start with, teachers are to build national integration amongst students at school through collaborative teaching and learning in the classroom. The principle of collaborative learning is that students will be able to participate in groups to solve problems, complete tasks, and create products (Laal & Ghodsi, 2012). This approach helps in developing a positive learning student community consisting of different races and ethnicities, as they are to work cooperatively to accomplish shared learning goals. Teachers should also utilize these group-based lessons to discuss positive racial news and student-friendly issues through group activities or friendly mock interviews. Fundamentally, it allows students to be aware of multiple racial issues and understand the country’s history through the perspectives of other races. The idea of collaborative learning is substantiated in the Malaysian Education Blueprint (MEB), (MOE, 2013), where it has been reported that students interacting with others from different socioeconomic, religious, and ethnic backgrounds will be able to understand, accept, and embrace differences. This is how national identity and unity can be forged; by having students embrace a variety set of peers’ experiences and aspirations to mold their minds towards a better societal and cultural shift. 

As expressed by our 10th Prime Minister, Datuk Seri Anwar Ibrahim, our education system needs to rethink the way it forms Malaysian students so that they seek prosperity beyond single-minded pursuits (SCRIPT, 2022). This can be radically achieved by teachers allowing students to conduct school events, with teachers facilitating and guiding students instead. “History Day”, “Cultural Day”, and club activities are small-scale events that can be conducted by students in school. As students are to cooperate and conduct such events first-hand, they will be authentically imbued with the awareness to embrace other students from different religions and ethnicities as a member of their team (Lynch, 2014), essentially forging a Malaysian identity. The MEB report (2013) entails that having students primarily navigate and participate in such activities cultivates inclusivity and allows them to tolerate differences and respect others. Teachers should also use this platform as an opportunity to get students to embrace their cultural identity through traditional costumes, decoratives like “kolam”, “tanglung” and traditional performances. This allows students to discover the beauty and principles of Malaysia through their lens; the celebratory walks of all cultures and customs, identified as Malaysians. These are important to balance the development of Malaysian students as global citizens with a solid national identity. 

In Tunku Abdul Rahman’s words, the Malay language is the soul of the nation and Malaysian identity (Kaur & Shapii, 2017). Recognizing this, teachers are to cultivate national integration amongst students by promoting the use of national language in school. The Malay language is a strong identity marker that unites citizens of various races and religions as Malaysians. With that, when students are exposed to the Malay language in school, they inevitably develop a sense of national identity and belonging as part of Malaysian society (Campbell, 2018). Some ways teachers can inculcate the proper use of our national language in school is through weekly language activities, assembly speech programs, or even simple storybooks. These are opportunities for teachers to positively induce students to learn and use the national language confidently, anchoring them with better language proficiency. Besides, this will promote linguistic unity amongst students of different races, inculcating a single national identity in a diverse, multicultural Malaysia (Abu Bakar Nordin et al, 2013). Fundamentally, students will be able to identify themselves as Malaysians with the oneness to proficiently use the national language.

Indeed, school is a child’s second home. With that, teachers are to utilize school as a social institution to inculcate unity and tolerance among students of different ethnic and racial groups. Teachers are to impart students with a solid national identity throughout their schooling journey. It is the pious role of a teacher to ensure that every student is imbibed with the knowledge that all Malaysians have a place under the Malaysian sun, regardless of their race, religion, or geographic location.  

References

Abu Bakar Nordin, Norlidah Alias, & Saedah Siraj. (2013). National integration in multicultural school setting in malaysia. The Malaysian Online Journal of Educational Science, 1(1), 10. https://mojes.um.edu.my/index.php/MOJES/article/view/12853

Anwar Ibrahim, Centre for postnormal policy and future studies (malaysia). (2022). SCRIPT for a Better Malaysia: An Empowering Vision and Policy Framework for Action. Institut Darul Ehsan (IDE).

Campbell, J. (2018). English language and an inclusive malaysia. The Southeast Asian Journal of English Language Studies, 24(3), 14. http://doi.org/10.17576/3L-2018-2403-15

Chang, K. K., & Kho, N. S. (2017). A reflection of national integration process and the role of media in malaysia. Jurnal Komunikasi: Malaysian Journal of Communication, 33(1), 11. https://www.researchgate.net/publication/317356185_A_Reflection_of_National_Integration_Process_and_the_Role_of_Media_in_Malaysia

Kaur, P., & Shapii, A. (2018). Language and nationalism in malaysia: a language policy perspective. International Journal of Law, Government and Communication, 3(7), 10. https://www.researchgate.net/publication/338035758_Language_and_Nationalism_in_Malaysia_A_Language_Policy_Perspective/link/5dfafaf2299bf10bc3663c5b/download

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31(1), 5. https://www.sciencedirect.com/science/article/pii/S1877042811030205

Lynch, M. (2014, November 30). 6 Ways Teachers Can Foster Cultural Awareness in the Classroom (Opinion). Education Week. Retrieved March 22, 2023, from https://www.edweek.org/teaching-learning/opinion-6-ways-teachers-can-foster-cultural-awareness-in-the-classroom/2014/11

Ministry of Education. (2013). Malaysia Education Blueprint, 2013-2025: Preschool to Post-secondary Education. Kementerian Pendidikan Malaysia.

Written by THARSINII A/P R.JAYASILAN