Discourse Of Indigenous Education Policy: The Malaysian Case

Mohd Roslan Rosnon; Sara Chinnasamy

doi:10.31686/ijier.vol3.iss10.453

Authors

Mohd Roslan Rosnon

Universiti Putra Malaysia
Sara Chinnasamy

University of Technology Mara, Malaysia

DOI:

https://doi.org/10.31686/ijier.vol3.iss10.453

Abstract

United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was created to give Indigenous peoples the right to determine their own educational system. In article 14 it is stated that, Indigenous peoples have the right to establish and control their educational systems and institutions, providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. Since the 56 years of independence, Orang Asli has never been neglected or excluded from the governments planning in ensuring their education development. Following Foucault analytical model, this paper discusses how knowledge that constitutes power highlights the way the governing systems work in Indigenous education policy. Furthermore, this paper also deliberates on participation by the Orang Asli and the power held by them to influence the creation of education policy through three main ideas; governmentality, power/knowledge and discourses which are analytical approaches by Foucault. Based on this discussion, we can get a clear picture and better understanding the possibility of improvements in Indigenous people educational opportunities and the possibility of a more all-inclusive education development policy.

Author Biographies

Mohd Roslan Rosnon, Universiti Putra Malaysia

University of South Australia & Faculty of Human Ecology, David Unaipon College of Indigenous Education & Research
Sara Chinnasamy, University of Technology Mara, Malaysia

Faculty of Communication & Media Studies

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