UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||
| Abstract : |
| This paper explores school professionals’ experience in promoting social cohesion. School professionals are principals, teachers and counsellors. The study utilised Ecological System theory to explore types of challenges faced by school professionals to promote social cohesion. This study defines social cohesion as a stage for developing unity among multi-ethnic nation. The case study research design was used to gather data Results indicate that challenges faced by school professionals exist in the micro-sytem and macro-system layers with special characteristics and elements. This study employed a case study research designed to explore in-depth understanding of ethnic relation at the school levels. The data was gathered from interviews with 13 school professionals from two national secondary schools. The participants consisted of principals (n=2), vice principal (n=1), counsellors (n=2), class teachers (n=3), discipline teachers (n=2), and physical education teachers (n=3). Data gathered was analysed using thematic analysis (NVivo software). Results from the current study revealed that challenges faced by teachers are revolving around issues of prejudice, polarisation and negative perception towards others. Whereas, the following issues were found to be core challenges for promoting social cohesion in the macro-system layer: transition and adaptation process. The current study also found that are many programmes to integrate multi-ethnic pupils at a school level. However, there is no specific evidence to measure the effectiveness of the programme held at the school level. In addition, many one-off programmes were organised for promoting social cohesion. Results also demonstrated that vernacular school system seems to be a hindrance for promoting social cohesion. The existence of national and national-type (vernacular) from thirteen school professionals from two national secondary schools. The schools has been found to be barriers for promoting social cohesion among multi-ethnic pupils. The study has an impact on the current practice of promoting social cohesion in schools. It also has an impact on the teachers’ training where the elements of social integration strategies should be included in the teacher’s training modules. |
| References |
1. Awang, M.M. (2012). An exploration of strategies used by Malaysian secondary school teachers: Professionals’ and pupils’ perspectives. PhD thesis. University of Dundee, United Kingdom. 2. Bollen, KA & Hoyle RH. (1990). Perceived cohesion: a conceptual and empirical examination. Social Forces, 69, 479-504. Economic Planning Unit. (2010). Population by sex, ethnic group and age, Malaysia 2010. Accessed date: 22 March 2013. Resource document: http://www.epu.gov.my/html/themes/epu/images/common/pdf/eco_stat/pdf/1.2.5.pdf. 3. Esteban, J. & Ray, D. (2011). A model of ethnic conflict. Journal of the European Economic Association, 9(3), 496- 521. 4. Evangelou, M, Taggart, B., Sylva, T., Melhuish, E., Sammons, P. Siraj-Blatchford, I. (2008). What makes a successful transition from primary to secondary school? In the Report of Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). University of Oxford, Institute of Education, University of London. 5. Jayasooria, D. (2012). Vernacular schools in Malaysia: A heritage to be celebrated or a hindrance to nation building? Kuala Lumpur: Centre for Public Policies Studies. 6. Landis, D. & Albert, R.D. (2012). Handbook of ethnic conflict – international perspectives. United States: Springer. 7. Leahy, A. (1998). Immigrants in Germany: A welcomed threat – lessons for Ireland? 8. Lentin, R. (1998). The expanding nation: Towards a multi-ethnic Ireland. Paper presented in a conference in Trinity College Dublin, 22-24th September 1998. pp. 26-30. 9. Mansor, M.N. (2012). Social composition and thinning of ethnic boundaries. Bangi: Universiti Kebangsaan Malaysia. 10. Milner, A. (2011). Malaysian monarchy and the bonding of the Nation. Bangi: Universiti Kebangsaan Malaysia. Muijs, D., et.al. (2007). Leading schools to promote social inclusion: A study of practice. Nottingham: National College for School Leadership. 11. Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25, 68-75. 12. Peschar, J. L. (2005). Over samenhang gesproken. Kanttekeningen bij onderzoek naar ongelijkheid en sociale cohesie in de onderwijssociologie [Speaking of cohesion. Comments on research into inequality and social cohesion in educational sociology]. Groningen, The Netherlands: Rijksuniversiteit Groningen, Faculteit der Gedrags- en Maatschappijwetenschappen. 13. Ramlee, M., Norzaini, A., Faridah, K., Ahmad A.R., & Maimun, A. L. (2009). Social integration among multiethnic students at selected Malaysian universities in Peninsular Malaysia: a survey of campus climate. Asean Journal of Teaching and Learning in Higher Education, 1 (1), 35-44. 14. Roger, B. (2007). Behaviour management – A whole-school approach. London: SAGE Publication. 15. Rohaty Mohd Mazjub. (2009). Understanding learner diversity. In Ramlee Mustapha, Norzaini Azman & Abdul Razak Ahmad (Eds). Education for diverse learners. Universiti Putra Malaysia Press. Serdang. pp.3-16.\ 16. Saravia-Shore, Marietta. (2008). Diverse teaching strategies for diverse learners. In Cole, Robert. W (Ed). Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, 2nd Edition. 17. Shamsul, A.B. (2012). Unity in diversity-unity in Malaysia as a work in progress. Eminant Professor Leadership Lecture Series. Bangi: Universiti Kebangsaan Malaysia. 18. Tapola, A., & Niemivirta, N. (2008). The role of achievement goal orientations in students’ perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78, 291-312. 19. Tong, C.K. (2011). Identity and ethnic relations in Southeast Asia - racialising Chinese. Netherlands: Springer. 20. Weinstein, C.S., Tomlinson-Clarke, C. & Curran, M. (2004). Toward a conception of responsive classrom management. Journal of Teacher Education. 55(25), 25-38. 21. Zeichner, K. M. (1992). Educating teachers for cultural diversity. East Lansing. MI: National Center for Research on Teacher Learning. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |