A Study of the Dongjiaozong and Development of Chinese Education in Malaysia, 1951-2000

• Main Authors: Chien-sheng Lu, 陸建勝
• Other Authors: Hung-ting Ku
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/50251169245356080740

博士 === 國立暨南國際大學 === 歷史學系 === 98 === This dissertation is aimed to investigate the establishment, the development, and the evolution of Dongjiaozong, as well as its role and contribution in Chinese education. Dongjiaozong consists of United Chinese School Teachers’ Association of Malay(si)a (UCSTAM, aka Jiaozong教總) and United Chinese School Committees Association of Malay(si)a (UCSCAM, aka Dongzong 董總). Jiaozong, Dongzong and Malay(si)an Chinese Association (MCA) are referred to as “The Three Organizations.” The collaboration, split, and confrontation among the Three Organizations greatly impact the development of Chinese education. Initially, the Three Organizations closely cooperated and were viewed as the safeguard of Chinese community until MCA experienced its split in political route and yielded to the UMNO dominated Alliance. Without political asset and access, Dongjiaozong and Chinese education faced unprecedented challenges in the 60s. While Chinese primary schools were officially recognized and subsidized, many Chinese secondary schools were compelled to be excluded from the national education system and turned into independent schools owning to defying Malay or English stream. The enrollment and the quantity of Chinese independent secondary schools (CIS) gradually declined when the 9-year compulsory national education policy was implemented, which left fewer students for CIS. Moreover, the breakaway of Singapore made Nanyang University, the only Chinese university in Southeast Asia region and tertiary education option, a foreign school. Limited advanced study access for CIS graduates also put a huge blow in the CIS enrollment. Dongjiaozong once again stood at the frontline. Firstly, it filed an application to establish Merdeka University, a Chinese medium university intended to substitute for Nanyang University, in the late 60s and organized the CIS revival movement, which reformed CIS for quality education to compete with national schools. Dongjiaozong played an extremely crucial and pivotal role in these two movements, which eventually led Chinese education away from the crisis of extinction. Despite the fact that Dongjiaozong’s defense for Chinese education earned its role as an opinion leader in the Chinese community in public spheres, this status did not effectively turn into sufficient political support when Chinese educationalists tended to have their own voice heard in the parliament in the 80s. It was not only ineffective but controversial when selected members of Donjiaozong planned to earn a seat through joining the political opposition camp in person. However, after years of endeavor, Malaysian government finally approved the establishment of New Era College. With the rise of China as a regional political and economical power and the Chinese language possessing a practical value, Malaysian government is more open to the spread of this language. Even so, Dongjiaozong will continue to play a constructive role in promoting and defending Chinese education.