This edited volume examines the historical development of Chinese-medium schools from the British colonial era to contemporary decades of divergent development after the 1965 separation of Singapore and Malaysia. Educational institutions have been a a very powerful state apparatus in shaping the cultural identity and ideology of ethnic Chinese in Singapore and Malaysia. This volume applies quite a lot of perspectives from education theory to heritage studies in coping with the cultural legacy and memory of such schools as located in larger contexts of society.
The book offers comprehensive practice-based analysis and reflection in regards to the complex relationships between language acquisition, identity construction, and state formation from socio-political-cultural perspectives. It covers a broad range of aspects from identities of culture, gender, and religion, to the roles played by the state and the community in quite a lot of aspects of education such as textbooks, cultural activities, and adult education, in addition to the representation of culture in Chinese schools through cultural memory and literature.
The readership includes academics, students and members of the general public interested within the history and society of the Chinese diaspora, especially in South East Asia. This also appeals to scholars enthusiastic about a bilingual or multilingual outlook in education in addition to diasporic studies.
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