Tamil

In the last couple of weeks there was a good deal of interest and of important commentaries did on the community malaisienne Tamoul/Indian. The wire leader in all these commentaries was the problems does facing by the community, the problem causes in the community and the suggestions of corrective measures. The School of Tamoul of Road of Watson, Transport Klang.

The problem more dramatic that took a lot of space in the media of principal current and took a lot of the attention of the people was recently threat of gangstedrisme in the community.

If the one examines the various commentaries carefully, three causes for the problems of the Tamoul community malaisienne came to the spirit. These causes are the economical and political marginalization; the movie of Tamoul; and the schools of Tamoul.

No advantages

A lot of the environment- and the superior average class Tamoul/Indian Malaisiens hold a view that the schools tamoules are practically useless. The students in the schools of Tamoul take not not advantage more educational or economically. And, worse, the schools of Tamoul became a home to nourish and support the vices and the gangstedrisme.

So why to maintain an institution that does not do good for the Tamoul community malaisienne and bothers generally the community indian. Their solution: Is ridded schools of Tamoul.

On the surface that this seems as a reasonable suggestion. But is the this? The suggestion is based on the assumption that in the comparison to the education of Tamoul, putting Malaisiens tamouls in the schools of national type will resolve the educational and economical needs of the community and that the community would win finally.

On which basis is this assumption really does? If the national schools of type succeed better, why do they succeed better in the comparison to the schools of Tamoul? To be sensible of these questions, we need to look at some basic principles.

Is for which the education? Which are its objectives?

Simply to put, the education must be able to prepare young in the terms of cognitive, emotional competences and motors for that they are prepared to reply to the economy needs (that is the economical program of education).

Deuxia¨mement, the education must be adapted towards to produce youth that are informed, sensitive and in a critical way sensitive to a social and natural vicinity (the "citizenship activates" /the program politics of education).

At last, it has the young ones of bride actively to support and live a cultural form of life (the cultural program of education).

In a multicultural environment, all these aspects inter-lieds and inter-dedpendants a lot more really are complicated.

To continue with the questions, which is the basis of the "the schools of Tamoul of abandonment" the argument? The Tamouls are asked to unload the schools of Tamoul because the critics perceive that the schools of national type more better are equipped to attain the economical program of modern education. Or, it is supposed that the students crossing the schools of national type seem to be able to execute well economically later on in their life.

Really, the critics of schools of Tamoul have only this to support their arguments. Because they feel that the education of Tamoul obtains us "nullepart here" (read: does not give to young Tamouls merchant to Malaysia the strength in the job market), Tamoul instructs the need to go.

In of other terms, the schools of Tamoul failed in their economical program and have not therefore right to exist. (Of course, someone feel even that they failed in their cultural program, having become a place of reproduction of, say, the problems as the gangstedrisme).

As a recent critic suggested, the education of Tamoul is useful maybe only in Tamoul Nadu, India, from which Tamouls come from, but certainly not to Malaysia. Although in plausible appearance, this position is really more practically more nearsighted, more culturally more suicidal and politicallyer more naa―ve.

Cultural program

We need the responses to a lot of questions criticize before we can begin even the thought or the comprehension of the consequences to do far with an institution. The it is easy to do far with an institution but difficult with the one to construct.

Indeed, I do not think that the critics thought even pure problems practice that will result if the schools of Tamoul are closed. The same education in this form for a lot of children tamouls will become practically unavailable. And qu'arrivera-t-il to all the professors? This suggestion seems of another recipe for the amplest marginalization.

There are more questions. Did we investigations enough the longitudinal ones to show if the majority of Malaisiens instructed in the schools of Tamoul do well or not given the quotation more social, more economical and more political does facing by Tamouls and their institutions?

Indeed, if the above mentioned question affirmatively is replied, there will be of nothing critical, and therefore no critics, in the present framework. To prove that this will be then, we must not appear very removed: just to take one to look at the Chinese education in this country.

Did the critics explore really why the schools of Tamoul do not do just like the schools of national type in comparison with the economical program? In this context, these people as to compare the education of Tamoul with the Chinese education and asks an unreasonable question: "Why the Indian Tamouls not can they organize their education as the Chinese"?

Indeed, the this is behind such question types that the home on the government responsibility in a corporation multiethnique is lost. The comparison is really insensitive to the distinctive trajectories of the histories of the Chinese and the Tamoul/Indian people to Malaysia, and late Malaysia. Of course, the direction of the community indian is also certainly to be criticized.

To continue, did we study the way of career of students in the schools of national type for the comparison goals with those that are instructed in their mother tongue, in this case Tamoul? How many students of poor Tamoul/Indian/the families malaisiennes remain in the national educational system until they attain secondary and service industry levels of education or the advantage of the system beyond the secondary level of education?

Which are the types of ways of available careers to Tamouls/Indian young? Does ethnicity influence the ways of different career? The different educational stream is it (the stream of Tamoul or the national stream) the primary reason that affects a young way of career of Tamil/Indian and economical well-being in our social cultural ethnically loaded environment?

The critics seem to be unaware of an important objective of education: the cultural program of education. In to consider this, did we our duties to discover that flows helps the biggest one oneself development and the culturally stronger formation of identity? Did the critics consider education impact by the means non-mother tongue on the children?

Which is the statute of education of ethnic/mother tongue in this country? Which is our engagement to multiculturalism and instructing young Malaisiens in multicultural competences?

Which is our engagement to a culturally various community and national active? Is the education of mother tongue the responsibility of a special ethnic community or the national government? What does the government malaisien for the education of the minority of Tamoul - and the other minorities - in their mother tongue?

Government matters

I think that there is a need to evaluate the vast research to relate the education of available mother tongue to the intellectual and emotional, and therefore, the oneself development of a child. Yes, there are problems practices and of governance to realize education of mother tongue, the objectives of multicultural education or the nation building. Nevertheless, burying our head in the sand as one
The ostrich will not be certainly serviable in to resolve the!

The this is really difficult for a corporation and his government - if it had only political will - to do the stream of education of sufficiently productive Tamoul while updating the schools and its opportunities and while improving the norm of its professors and their execution?

In to attack school of Tamoul and the education tamoule, the critics watch out to neglect or avoid a deepened reflection on the responsibility of a government in to instruct its citizens in a corporation multiethnique or on the cultural objective of education. It seems there to have the small realization of the direct consequence of this on the economical program of education.

Indeed, someone will say us even that we should stop exacting the government for all. But the education is not just does not import what. The this is to create the "soul" of a community and the nation. The this is maybe not the interest of "this government" but it must be certainly the matters of "the government".

There is in fact more of sectors in which these we have not any sufficient the news. For example, how do our professors treat the ethnicity in a room of class multiethnique? The it would be naa―ve to believe that all our teaching primary and secondary are ethnically neuter and impregnated with multi-racial/wisdom multiethnique. There were a lot of cases of insensitivity and the cultural and ethnic abuse in the schools malaisiennes. To does not import that considered which would have been the impact of this on students
The execution?

A lot of cases retrieved in the newspapers of principal current Tamoul/Indian children implied in the educational, national system and multiethnique. While such events
To retrieved summer in the daily newspapers, I did not read a lot on how the professors were taken to the task or does responsible for their ethnic insensitivity. Such a position type affects certainly the execution and the morale of Tamoul/Indian children, as it has children of other ethnic community.

Decorative reason

A critic of education of Tamoul suggested recently that the language of Tamoul taught in an offhand one and not in an institutionalized manner. There is the big danger in this. This is a sure recipe for the loss of mother tongue to the long one. The language teaching needs to be institutionalized, to be transmitted and be used inter intergednedrationnellement. There must be social avenues to keep it a language a living left just step to the interest on this or that the individual or this or this parent. To preserve a culture for the decorative reasons is to insult it. The suggestions of the critic are a sure way to the "extinction" of a language (at least environment malaisien).

The educational, national system and malaisien is scarcely multicultural in the practice of and/or of content. Our political cultural one is scarcely clear or precise of his approach to the mother tongues - certainly more just Bahasa Melayu, Mandarin Chinese, or Tamoul - to Malaysia or of fact the attention to constructing multi-ethnic/cultural competences. Even in the sectors of asserted intention to introduce, at the service industry level, the courses on the civilizations, the other civilizations that the Islamic the one sufficiently was not addressed.

Thus, the national educational system is a total failure from the viewpoint of the program of the cultural education. Our national educational system is scarcely the place to look for an active and informed support for the cultural ethnic variety in this country. The market, moderated by the national educational system, influences a perspective more cultural, consumerer and more national. An underground theme of the national educational system is to create more same, standardize. There is an Americanization of a public.

To Malaysia, the thought and the ethnically partitioned action in comparison with what I think am national problems, the systematic in the long term official neglects of ethnic cultural institutions, the suggestions of legal difficulties to take corrective actions to improve or update the schools of Tamoul, the poor direction and premature political the intervention has the potential direct one to kill the schools of Tamoul and. We have not really need of critiques.mais there are hardly good reasons for the schools of Tamoul of offloads losses or the education of mother tongue. Indeed, we will go against an important social current of the present millennium - the protection and the promotion activates of ethnic cultural lit up variety.