‘The Crucible of the Malayan Nation’: The University and the Making of a New Malaya, 1938–62

Stockwell, A. J.

doi:10.1017/s0026749x08003752

Cited by 18 publications

(6 citation statements)

References 14 publications

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“…8 Oleh itu, pada awalnya beliau menolak penubuhan jabatan Pengajian Cina di Kolej Raffles dan menasihati kerajaan dalam memastikan setiap pelajar Cina berminda British. 9 Perbezaan yang ketara dalam bidang pendidikan tinggi menyebabkan pihak British tidak menyokong penubuhan kolej berfalsafah lain yang tidak diperlukan oleh masyarakat Tanah Melayu pada ketika itu. Berdasarkan pandangan K.G.…”

Section: Latar Belakang Ipts DI Malaysia Sebelum 1957unclassified

“…12 Dari sudut lain, tidak dapat dinafikan bahawa pendidikan tinggi Tanah Melayu telah melangkah ke ufuk baharu menerusi Suruhanjaya Asquith pada tahun 1945 dan Laporan Carr-Saunders pada tahun 1948 yang mencadangkan penubuhan segera Universiti Malaya sebagai langkah pertama bagi Tanah Melayu untuk menubuhkan kerajaan sendiri. 13 Selain itu, pentadbiran British pada tahap ini turut berpendapat bahawa pendidikan pada era pra-merdeka perlu bersifat inklusif. 14 22 Hal ini berlaku kerana DEB telah melahirkan sistem kuota berasaskan kaum di mana kadar kemasukan pelajar ke IPTA ditetapkan sebagai 55% bagi pelajar Bumiputera dan 45% bagi pelajar bukan Bumiputera.…”

Section: Latar Belakang Ipts DI Malaysia Sebelum 1957unclassified

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Perkembangan Institusi Pengajian Tinggi Swasta (Ipts) Di Malaysia, 1957-1992

Tajudeen

Raja

2019

SEJARAH

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Section: Latar Belakang Ipts DI Malaysia Sebelum 1957unclassified

Perkembangan Institusi Pengajian Tinggi Swasta (Ipts) Di Malaysia, 1957-1992

Tajudeen

Raja

2019

SEJARAH

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“…51 Hal ini memang terbukti benar apabila pewaris ini tetap meneruskan polisi penjajah dalam beberapa dasar. 52 Antaranya boleh dilihat kepada bentuk Perlembagaan Negara, pemakaian buku teks di sekolah dan universiti mengikut perspektif British, 53 sistem pemerintahan negara mengikut gaya Westmister, pentadbiran awam dan pentabiran undang-undang bernegara. Lebih parah lagi, ilmu kolonial ini disebarkan kepada pihak IPT Eropah dan badan antarabangsa sebagai bahan ilmiah yang paling berautoriti.…”

Section: Raffles Sebagai Pengasas Ilmu Kolonial DI Alam Melayuunclassified

Ilmu Kolonial Dan Islamisasi Alam Melayu: Analisis Kritikal

Rahim¹,

Kahal²

2017

SEJARAH

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Malaysia as a colonized nation had faced several negative impact imposed by the British. It including in the epistemological aspect which disturb Islam as source of Malay-Muslim"s self-esteem. The study analyse the British"s colonial work on the issues of Islamizatioin of the peninsula of Malaya.The Malay Muslims were forced passively to accept the colonialization of the British power with positive outlook. In fact, we try to reconstruct a historical misconceptions expressed by colonial scholars. The study finds several false account proposed by colonial works on the Islamization of the Malay world, namely the role of Aceh in inoculating the acts of violence in Malay world and denial of positive role played by Islam in the Malay world. Pengenalan Alam Melayu pernah terdedah dan berinteraksi dengan pelbagai bangsa asing. Antaranya bangsa India, Arab, Parsi, Cina dan Eropah. Ia termasuk juga dengan agama besar dunia seperti Hindu, Buddha, Islam dan Kristian. Oleh sebab itu, daripada aspek hubungan dan pendedahan luar, masyarakat Alam Melayu amat dinamik sekali kerana menjadi tempat pertemuan pelbagai budaya dan tamadun besar dunia. Proses ini berlaku dalam bentuk yang adil dan timbal balik. Ia terdorong dengan sifat masyarakat Alam Melayu yang berbentuk terbuka dengan pengaruh luar. Hal ini berbeza kemudiannya dengan kedatangan kuasa penjajah Barat. Kedatangan kuasa Eropah telah mencetuskan suasana tegang kerana pelbagai pendekatan jahat yang diamalkan oleh kuasa Barat ini. Kedatangan dan pembabitan kuasa Eropah ini dapat dibahagikan kepada beberapa peringkat:

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“…Before the Second World War there were four institutions with the status of universities in the Empire and two university colleges, in the Gold Coast and Uganda (Morgan, 1980, p. 107). The Asquith, Elliott and Irvine Commission (1943-45) reports on higher education in the colonies and the 1947 Carr-Saunders Commission on tertiary education in Malaya (Stockwell, 2009) resulted in the creation of 18 new university colleges in Africa, Malaya, and the Caribbean (Colonial Office, 1945; Ashby, 1966). The African universities were integrated into the metropolitan system, adopting the 'British curricula with minor modifications to suit local conditions' and earning degrees from the University of London, with which they were affiliated in a 'special relationship' until they were seen as having 'reached maturity' (Ashby, 1961, p. 11), which occurred a number of years after Independence.…”

Section: Universities and Research Institutes In The Colonies And Posmentioning

confidence: 99%

The Palgrave Handbook of Sociology in Britain

Holmwood¹,

Scott²

2014

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Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin.A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication DataThe Palgrave handbook of sociology in Britain / edited by John Holmwood, John Scott. pages cm Summary: "British sociology has been central to the evolution of the field, playing a key role in the establishment of the discipline internationally and in the professionalization of the subject within the academy. This Handbook, drawing together leading specialists from across the subject, provides a comprehensive history of the discipline within Britain and demonstrates the continuing influence of British sociological thinking globally. Addressing key moments in the development of sociology, this Handbook examines its 18th century origins in Scottish thought, 19th century evolutionism, the impact of the end of empire in the 20th century, the role of exiles, the rise of feminism and the implications of the most recent Government policies toward universities. The volume examines the institutionalization of sociology through the creation of departments, the development of research methods, the writing of textbooks and the creation and influence of the book series, the International Library of Sociology. Further, individual chapters discuss key topics of sociological study in Britain such as class, race and ethnicity, religion, the sociology of the body, cultural studies, and criminology, and its relation to other fields of research such as poverty, social work and the humanities. Challenging received ideas about the discipline and recovering lost histories this one-stop overview is an essential reference guide to the growth of sociology and the sociological imagination."-Provided by publisher.

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‘The Crucible of the Malayan Nation’: The University and the Making of a New Malaya, 1938–62

Cited by 18 publications

References 14 publications

Perkembangan Institusi Pengajian Tinggi Swasta (Ipts) Di Malaysia, 1957-1992

Perkembangan Institusi Pengajian Tinggi Swasta (Ipts) Di Malaysia, 1957-1992

Ilmu Kolonial Dan Islamisasi Alam Melayu: Analisis Kritikal

The Palgrave Handbook of Sociology in Britain

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