Culture, identity, and education policy [chapter]

Leonel Lim
2021 The Cultural Legacies of Chinese Schools in Singapore and Malaysia  
This edited volume examines the historical development of Chinese-medium schools from the British colonial era to recent decades of divergent development after the 1965 separation of Singapore and Malaysia. Educational institutions have been a crucial state apparatus in shaping the cultural identity and ideology of ethnic Chinese in Singapore and Malaysia. This volume applies various perspectives from education theory to heritage studies in dealing with the cultural legacy and memory of such
more » ... ools as situated in larger contexts of society. The book offers comprehensive practice-based analysis and reflection about the complex relationships between language acquisition, identity construction, and state formation from socio-political-cultural perspectives. It covers a broad range of aspects, from identities of culture, gender, and religion, to the roles played by the state and the community in various aspects of education such as textbooks, cultural activities, and adult education, as well as the representation of culture in Chinese schools through cultural memory and literature. The readership includes academics, students, and members of the public interested in the history and society of the Chinese diaspora, especially in South East Asia. This also appeals to scholars interested in a bilingual or multilingual outlook in education as well as diasporic studies. This series focuses on the politics of education in Asia, inquiring into the processes of education reforms in the region in ways that foreground issues of equity, access, and power relations. The series especially welcomes contributions that document the complex and contradictory interactions among various education agents and agencies in Asia -ministries of education, state boards and agencies, schools, teachers, and teacher unions, university departments of education, local interest groups, the media, international standards agencies, and global educational reform discourses. In thus illuminating the multiple sites of conflict and contestation both between and within the state and these agents, such a collection highlights the ways in which struggles over education in the region continue to reflect struggles over visions of social order, the unequal distribution of knowledge and opportunities, and entrenched relations of power and social control.
doi:10.4324/9781003009610-4 fatcat:f6t2szrqvncopescnbmlys3tvu