Ethnic harmony and national integration are essential foundations for cultivating a united and inclusive society. In a country characterised by diverse ethnicities, cultures, and histories, the pursuit of unity has become paramount to address the challenges posed by social divisions and foster a sense of belonging among people from various backgrounds. Several commissions appointed to promote social cohesion have emphasised the importance of establishing reconciliation among different ethnic groups. The harmonious coexistence of these groups within the nation not only signifies societal progress, but also serves as a catalyst for collective development and prosperity.
One of the key mechanisms to initiate this process is through the formal education system. Hence, it is pertinent to question whether the national goals set in the education reforms introduced in the 1990s have been achieved. The primary goal was to create social cohesion and national integration. While the Department of Education introduced certain changes towards achieving this objective, the question remains whether there has been a comprehensive program for it.
For instance, none of the teacher development institutes, including NIE, National Universities, and National Colleges of Education, have implemented a research-based, theory-oriented teacher development program to achieve the aforementioned first goal. This article aims to introduce a theoretical framework for teacher development focused on social cohesion and national integration.
Curriculum
Teacher development encompasses various areas such as curriculum development, designing teacher and trainer materials, evolving suitable teacher development methodologies based on selected theories, methods, procedures, strategies, and educational practices.
Curriculum development offers two options: introducing a separate discipline focused on social cohesion and national integration, or integrating the content of such a discipline into major and minor subjects such as mathematics, science, and English.
Regardless of the approach adopted, the curriculum must encompass certain essential areas. Prospective teachers must possess a sound understanding of social cohesion, national integration, and their benefits in a diverse society like ours. Simultaneously, emphasis should be placed on the teachers’ role in promoting social cohesion for reconciliation. Cultural competency and sensitivity are vital, requiring teachers to have a deep understanding of diverse cultures, beliefs, and practices, while recognising and addressing biases, stereotypes, and prejudices.
Teachers should promote inclusivity and equity through teaching practices and classroom management strategies. They should be equipped with critical thinking skills to facilitate respectful and open dialogues related to ethnicity, religion, and culture. Multicultural education has emerged as a specific component, necessitating teachers to incorporate multicultural education principles into lesson planning and implementation. They should possess strategies for fostering positive relationships among students from different ethnic groups through promoting teamwork, cooperation, and empathy via collaborative learning activities. Creating a classroom environment that values diversity and encourages mutual respect is crucial.
Theoretical and practical knowledge of addressing socioeconomic disparities and inequality, engaging families and communities, conflict resolution, reconciliation, professional development, and continuous education should also be included.
Theoretical framework
Introducing a theoretical foundation is imperative for teachers to make informed decisions and implement them based on a scientific basis. Several theoretical aspects can be incorporated into the teacher development curriculum. These include:
• Contact Theory: It suggests that positive contact between members of different ethnic groups can reduce prejudices, stereotypes, and intergroup conflict.
• Intergroup Dialogue: It involves structured and facilitated conversations between members of different ethnic groups.
• Truth and Reconciliation: This theory emphasizes the importance of acknowledging and addressing historical injustices and human rights abuses.
• Structural Transformation: It focuses on addressing systematic inequalities and structural factors contributing to ethnic tension.
• Narrative Transformation: This involves challenging and changing dominant narratives and stereotypes that perpetuate divisions between ethnic groups.
• Social Identity Theory: This posits that people derive part of their identity from their group membership. It suggests that intergroup conflict can be reduced by emphasizing commonalities and shared identities between different ethnic groups.
Experience from other countries
Examining the experiences of other countries can provide valuable insights into how they have integrated social cohesion into their education systems. Here are some examples:
Finland: The Finnish education system emphasizes equity and inclusivity, ensuring equal opportunities for all students. Schools in Finland focus on developing social and emotional skills, fostering empathy, and promoting collaborative learning. Interdisciplinary teaching methods encourage students to explore diverse perspectives and respect cultural diversity.
Canada: Canada has implemented multicultural education policies that celebrate and respect cultural diversity. The curriculum includes content that reflects the experiences of various ethnic and indigenous communities. Programs like “We Schools” promote community engagement, social activism, and global citizenship among students.
South Africa: In South Africa, inclusive education policies were implemented after the apartheid era. The curriculum reforms aimed to address historical injustices, promote social cohesion, and encourage dialogue on human rights and democracy.
Singapore: Singapore’s education system focuses on fostering national identity while celebrating diversity. The curriculum aims to instill a sense of national identity among students while respecting and appreciating cultural differences.
Norway: Norway places a strong emphasis on democratic values and citizenship education. The curriculum includes topics related to human rights, equality, and social justice. Schools prioritise creating inclusive environments, encouraging dialogue, and addressing stereotypes and prejudices.
By studying the experiences of these countries, we can learn from their approaches to promote social cohesion and inclusivity in education.
