역사교육을 통한 말레이시아 사회통합의 과제 및 한계: 다문화주의와 동화주의의 경합을 중심으로

초록

This research examines the characteristics of the Malaysian history curriculum. As a multicultural country, Malaysia is composed of various ethnic groups such as Malay, Chinese, and Indian migrants, as well as dozens of ethnic minority communities. Malaysia aims for social integration through diversity acceptance. History education is also one of the main means for realising social integration in Malaysia, and aims to form the identity and social integration of students as 'Malaysian citizen'. The history subject deals with a wide range of human lives in time and space, and develops the ability to reflect on the lives of others to learn an attitude of respecting other cultures and traditions. However, history education in Malaysia has been controversial from the beginning. Malaysia became independent from the British Empire in 1957. Due to absence of education system, the content of history education still followed ‘Europe-centered’ colonial history until 1970s. Since 1978, when the curriculum was revised, history education has been influenced by the Bumiputera Policy, which favours Malays, and the historical pain of Chinese and Indian migrants and the contribution of Malaysian development have been omitted from the curriculum. Since then, history education in Malaysia has reflected some of the criticism whenever the curriculum is revised and sought multicultural coexistence and national unity but the Malay supremacy still affects history education. Therefore, there is a limit to Malaysia's complete national unity through history education.

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