Challenges faced by school professionals to promote social cohesion in Malaysia

Awang Mohd Mahzan, Ahmad Abdul Razaq,

Challenges faced by school professionals to promote social cohesion in Malaysia

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Title

Challenges faced by school professionals to promote social cohesion in Malaysia

Type

Article

Main Author

Awang Mohd Mahzan, Ahmad Abdul Razaq,

Subject

H Social Sciences (General)

ISSN

2289-9391

Language Code

eng

Bibliographic Details

Place of Production

Universiti Pendidikan Sultan Idris

Year of publication

2016

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

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