The Orang Asli in Malaysian Formal Education: Orang Asli Teachers’ Sentiments and Observations

Salim, Mohamad Safwat Ashahri Mohd; Adnan, Awais; Shah, Dianna Suzieanna Mohamad; Tahir, Mohd Haniff Mohd; Yusof, Azita Laily

doi:10.15282/ijhtc.v5i1.4819

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…In her story, she recalled constantly feeling sad, angry and annoyed after being insulted and mocked by non-Orang Asli students. Her tale is far from unique, or even unusual (Salim et al, 2020). Another witness, Chipang, wrote that her bullying experiences had caused her to drop out of school at the age of 15 years.…”

Section: The Struggles Of Orang Asli Students In Formal Educational S...mentioning

confidence: 99%

An Indigenous view of social justice leadership in the Malaysian education system

Angit (Temiar),

Jarvis

2024

AlterNative: An International Journal of Indigenous Peoples

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Social justice leadership is a method of building greater inclusivity in a variety of fields, education being prominent among them. This article considers how social justice leadership can improve educational opportunities for Orang Asli (the original people; the Indigenous people of Peninsular Malaysia). It explores the concepts of social justice and social justice leadership, arguing that they are useful, but in focusing on the relationship between the individual and the collective, they do not always fully appreciate the epistemological bases of the concepts, thus missing their true import for Orang Asli people. Practical examples of how Orang Asli people suffer in educational settings are given, the emphasis being on underachievement and bullying. Finally, the strands are tied together with a discussion of how social justice leadership can be of benefit, the onus being on how social justice leaders need to be cognisant of Orang Asli culture and forms of knowledge before serious progress can be made.

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Section: The Struggles Of Orang Asli Students In Formal Educational S...mentioning

confidence: 99%

An Indigenous view of social justice leadership in the Malaysian education system

Angit (Temiar),

Jarvis

2024

AlterNative: An International Journal of Indigenous Peoples

View full text Add to dashboard Cite

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The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

Adnan¹,

Shah²,

Tahir³

et al. 2021

IJARBSS

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Even though we have effectively completed a fifth of this new century, non-formal education through community-based learning and other traditional avenues of learning persist as powerful forces in the growth of the human lifespan, particularly for native peoples who have thousands of years of local knowledge. Focusing on Malaysia's Orang Asli (native peoples), this study was conducted to map the field until a more detailed research project is undertaken for the next two years at the Royal Belum State Park in Perak State, Malaysia. Six Orang Asli adolescents (three females and three males) from two local higher learning institutions in Perak were interviewed individually and through focus group sessions regarding their engagement with non-formal education within their own communities, from when they were much younger up to this present time. This study focuses on three non-formal educational permutations as operationalised by our guiding (research) questions. First, as tales of the world around the participants that were shared in their communities by their elders and transmitted from one generation to the next one. Second, as an understanding of first-hand aboriginal knowledge that is unique to their own cultures and still practised by some members

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Educating the ‘Orang Asli’ (Native People) of Malaysia in the Eyes of Orang Asli Teachers

Adnan¹,

Salim²,

Tahir³

et al. 2021

IJARBSS

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Tales of indigenous peoples being disenfranchised from modern life and marginalised from formal education to the world of work within various social spheres are nothing new. Even in more developed nations, it is problematic for some indigenous peoples to adapt to the lifestyles of the majority population, what more in developing countries where social justice is low and indigenous peoples in the name of development and modernity are left to fend for themselves. Centring on Malaysia's Orang Asli population, a qualitative study was conducted to map the field prior to a large-scale academic inquiry for the next two years at the Royal Belum State Park in the state of Perak, Malaysia. Four Orang Asli teachers in Perak state were interviewed individually to gather 'thick' qualitative data about the current state of the Orang Asli population in formal education (in primary and secondary schools). This empirical project is very interested in three main topic areas. First, how formal education and the schooling cycle play a part in the lives of children and adolescents living in Orang Asli communities. Second, what Orang Asli teachers and other educators do to ensure that Orang Asli children and adolescents benefit from their primary and secondary educational experience. And third, where is the position of non-formal or informal education within Orang Asli's lifespan

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The Orang Asli in Malaysian Formal Education: Orang Asli Teachers’ Sentiments and Observations

Cited by 3 publications

References 19 publications

An Indigenous view of social justice leadership in the Malaysian education system

An Indigenous view of social justice leadership in the Malaysian education system

The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

Educating the ‘Orang Asli’ (Native People) of Malaysia in the Eyes of Orang Asli Teachers

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