By Vinodh Rajendran
Umno is back at it again, only this time – for the umpteenth time – using age-old racially charged suggestions to drive its agenda of ethnic Malay nationalism.
Or, in this case, shrouding the answer to the dilemma of fostering national unity with solutions that only aggravate, rather than address.
Recently, an Umno youth wing committee member, Wan Zuhir Ghazali, reportedly said that closing Chinese-medium and Tamil-medium government-aided schools (SJKC and SJKT) would be better for unity than teaching a more inclusive history.
Here are his arguments:
It is more important to have unity in school syllabuses, as well as for children of different races to interact with one another.
Can’t disagree with that. Sounds rational and I do concur with his point. So, one point to Wan Zuhir.
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He then adds that mingling and speaking in one language is most important to foster unity.
Again, I agree. Unity is not something that can be taught. It can only be achieved through practice. If we take Indonesia as an example, we can see how speaking in one language has helped. So, another point to you.
Before we go to Wan Zuhir’s final point, remember, he was responding to Kota Melaka MP Khoo Poay Tiong’s suggestion that primary school history textbooks should include the history of all ethnic groups in Malaysia. Khoo had said that that would help foster national unity from a young age.
Couldn’t have said it better myself, Khoo. Inclusive history is a powerful step forward, marching towards a better Malaysia.
One point to you, bringing the tally to 2-1 in favour of Wan Zuhir.
Responding to Khoo, Wan Zuhir said it would be better to close vernacular schools to foster unity instead of teaching the history of all Malaysian races to schoolchildren.
Despite the early lead, Wan Zuhir does the unthinkable and puts the ball in his own net, bringing the score to a stalemate.
Another war of words ends in a stalemate with no clear victor and the people left to debate who is right and who is wrong.
Now here is where you lost me, Wan Zuhir!
The problem here is clear. Umno has always used vernacular schools as a means of sounding pro-Malay – despite their own party members enrolling their children in foreign universities and private vernacular schools.
Knowing our mixed heritage is a great way to appreciate the contributions of each community to Malaysia and to fostering respect among these communities.
Unfortunately, Wan Zuhir’s response reveals the truth behind the charade: national unity does not appear to be in the ruling elite’s interest.
With such exchanges between MPs and politicians are merely theatre meant to entertain and nothing more.
Now let’s analyse this a little. Or better, let’s dive into a hypothetical scenario. Join me as we enter an alternate universe where what I say is reality.
Now in this universe, Khoo’s suggestion of including the history of all ethnic groups in Malaysia in primary school history textbooks is accepted. And let’s go one step further by saying that the history included is the truth and nothing but the truth, so help us Parameswara.
Wow! Wouldn’t that be something! Imagine a generation of young kids, whose thoughts and perceptions of the many communities in Malaysia are shaped by the truth. Shaped by the wisdom that every community in Malaysia brought with them a rich cultural history and diversity, that every one of them has contributed to the establishment of our great country.
And that while the colour of our skin may differ, our status as Malaysians – going back to even before the colonial periods – binds us as one people.
And most powerful of all, if we know the religious, cultural and genetic influences each ethnic group had on the others, we will realise we are more similar than we think.
That would mean that decades after this new generation of children mature into adults, we may have politicians who say this, who prioritise nation-building over cheap parlour tricks. They will know all too well that such tricks will not resonate with voters.
For many ordinary people, all this sounds heart-warming. But what about the politicians?
Perception is a powerful tool in governance. If we believe we are different, if we believe one community is out to get the other, if we believe each community in Malaysia is only out for themselves – that works perfectly for the ruling class.
Wan Zuhir’s suggestion of removing vernacular schools is nothing more than a smokescreen. He knows it. We know it.
I do not intend to discuss Khoo’s proposal. That would only cloud this discussion.
Seeing how sensitive the issue of closing vernacular schools, saying such things, would only fuel the fire of discontent, creating thick clouds of dark smoke, that block out reason and rationale. It would eventually sweep the solution – an inclusive history – under the rug, out of sight and ultimately forgotten.
From a pragmatic standpoint, the suggestion to ban vernacular schools is both absurd and would never happen. Not to mention, it is not the solution, considering that almost 20% of students in Chinese vernacular schools in 2024 come from other ethnic backgrounds – up from 12% in 2023.
Second, no ruling government is going to do it, simply because there is no political will to see it through. And I don’t blame them.
Imagine if this happened today and the Ministry of Education decides to put an end to vernacular schools. What would that do? All the ethnic Chinese and Indian parties would criticise the move, as they would have to, or risk the chance of being viewed as not upholding the rights of the communities they represent.
What would that do to the Madani (civil and compassionate) government’s approval ratings? Or any ruling government, for that matter?
Not only would it be a nightmare on the political side, it would be a fiscal headache as well. Would new schools need to be built?
What would adding students to current schools do to the overall quality of education imparted in classrooms? Classrooms that are already over capacity would now have to be made larger to make room for more students.
From the perspective of the students, how would this affect their education journey? Would they have to spend an extra year brushing up on their Malay in to stand a chance in the government schools?
What about the private businesses that had invested in those vernacular schools? What would they get? Would they be compensated for the closure of these schools?
Does Wan Zuhir have the answers to these questions?
Considering how vernacular schools are becoming more mixed than ever, students at vernacular schools are mingling with students of other ethnic backgrounds. Parents are opting to send their children to vernacular schools because of the quality of education in these schools.
So perhaps if national unity is on Wan Zuhir’s mind, perhaps he should focus on increasing the standard of education at public schools. This would then encourage parents to enrol their children in these public schools.
Problem solved! National unity and quality education at the same time.
Vinodh Rajendran is a podcaster with the TheGoodCastShow.
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