The Chinese Malaysian Contribution

Histories, Cultures, Identities deals with two central questions relating to the Chinese community in Malaysia. First, how has being Chinese shaped the responses of this community to political, economic, and social developments in the country? And second, how have their experiences in Malaysia affected the way in which immigrants from China and their descendants identify themselves as Chinese?

Provides informative description and analysis of the historical, economic, political and socio-cultural development of the Chinese in this country -- Book jacket.

When Malaysian Prime Minister, Tun Abdul Razak Hussein, paid an official visit to China in May 1974, it secured Malaysia a place in the annals of regional diplomatic history as the first ASEAN country to establish full diplomatic relations with the People’s Republic of China. This book analyses the process of the establishment of diplomatic relations between Malaysia and China, and provides a detailed explanation and understanding of the decision- making process in Malaysia. Shedding light on the roles played by the various principal actors in the process of foreign policy formulation and the influences - both internal and external – that shaped Malaysia’s behaviour, the book highlights why Malaysia decided to pursue a policy of normalisation with China, culminating in the visit in 1974, and in particular why it became the first ASEAN country to establish diplomatic relations with the Chinese. After Malaysia’s recognition of Beijing, two other ASEAN states followed suit, namely Thailand and the Philippines, and the book discusses whether there was some degree of policy coordination amongst ASEAN countries in dealing with China, or if both these countries gave way for Malaysia to be the first. The book also looks at the policy debates within some ASEAN countries regarding relations with China, either conducted officially or unofficially, bilaterally or otherwise. This book will be of interest to scholars of Asian Politics, Asian History, International Relations and Foreign Policy.

The history of modern Chinese schools in Peninsular Malaysia is a story of conflicts between Chinese domiciled there and different governments that happened or happen to rule the land. Before the days of the Pacific War, the British found the Chinese schools troublesome because of their pro-China political activities. They established measures to control them. When the Japanese ruled the Malay Peninsula, they closed down all the Chinese schools. After the Pacific War, for a decade, the British sought to convert the Chinese schools into English schools. The Chinese schools decoupled themselves from China and survived. A Malay-dominated government of independent Peninsular Malaysia allowed Chinese primary schools to continue, but finally changed many Chinese secondary schools into National Type Secondary Schools using Malay as the main medium of instruction. Those that remained independent, along with Chinese colleges, continued without government assistance. The Chinese community today continues to safeguard its educational institutions to ensure they survive.

This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.

The Chinese in Southeast Asia, with their growing economic clout, have been attracting attention from politicians, scholars and observers in recent decades. The rise of China as a global economic power and its profound influence over Southeast Asia has cast a spotlight on the role of Southeast Asian Chinese in the region''s economic relations with China.The Southeast Asian Chinese as an economic force and their growing importance with China are, to a certain extent, determined by the nature and development of their communities. This book uses a multifaceted approach to unravel the forces that helped to transform the communities in the past. Containing 17 papers written within a span of six and a half years, from 2000 to 2006, the book focuses on the social, economic and political aspects of these communities, with special emphasis on the Chinese in Malaysia and Singapore.

This book presents studies on Chinese intellectuals in Southeast Asia and how they understand China and Chineseness in the 21st century. It posits, through analyses of works and oral histories of a number of Chinese scholars in the region, that the dominant but distinctive approaches adopted by them are those that are rooted in humanism and pragmatism. In doing so, the book explores the significant population, local conditions and strategy of survival among the Southeast Asian Chinese as factors that influence their views and perspectives. Studies presented in the book simultaneously implicate subjectivity, where authors and their readers position themselves among ethnic, national, and civilizational identities. It highlights that while national-level identity necessarily involves dangerous self-interrogation and, at times, politics that is often suppressive and confrontational, intellectual writings on China that stick to the ethnic and civilizational levels provide more sensible exits. With that, the book then goes on to make the argument that in Southeast Asian Chinese studies, the humanities usually prevail over the social sciences at these two alternative levels. Lastly, the book also shows how the humanities can be instrumental to Southeast Asian Chinese scholars’ choice of identity strategy which makes pragmatism an important theme. The book will be of interest to students and researchers involved in Southeast Asian and Chinese studies.