The Formation and Management of Political Identities: Indonesia and Malaysia Compared
 Balancing the Risks of Corrective Surgery: The Political Economy of Horizontal Inequalities and the End of the New Economic Policy in Malaysia (Must read: On how MCA became a lap dog for UMNO).
 Playing the (Non)Ethnic Card: The Electoral System and Ethnic Voting Patterns in Malaysia
 Making Ethnic Citizens: The Politics and Practice of Education in Malaysia
My favourite excerpt from :
Lying alongside this relatively positive agenda of cultural and religious tolerance in the Moral Education curricula, however, is a rather more insidious agenda of, for want of a better term, political indoctrination. From the first year of primary school, pupils are taught that they have a moral obligation of ‘respect and loyalty (setia) for leaders, king and country’ (Ministry of Education 2000b, Tahun 1: 26). In year six, the field of ‘self-development’ contains a element dedicated to ‘gratitude’ (berterima kasih), in which pupils are taught that ‘national leaders are the pride of the people’; prescribed activities include writing ‘thank you letters’ to national leaders and writing poems on the theme of ‘the people’s support for their leaders’ (Ministry of Education 2000b, Tahun 6: 12 & 15). In form four of secondary school, under the section on ‘trustworthiness’ (amanah), pupils undertake activities themed on the slogan ‘clean, efficient and trustworthy’ (bersih, cekap dan amanah) – one of the BN regime’s main campaign slogans of the past two decades (Ministry of Education 2000a, Tingakatan 4: 10).
By secondary school, the Moral Education curriculum contains an entire field of study devoted to ‘patriotism’. Activities undertaken here include ‘discussing ways of showing gratitude to the government for its efforts to develop the nation and the people’ (Ministry of Education 2000a, Tingkatan 4: 23). In examining ‘freedom of speech’, pupils are encouraged to discuss the ‘bad effects’ (kesan buruk) of political demonstrations, clearly aimed at the massive reformist demonstrations of 1998, which were universally criticised by the compliant and fettered newspaper industry (Ministry of Education 2000a, Tingkatan 4: 30). Indeed, it is noteworthy that in a curriculum much of which is devoted to promoting the use of information technology as a learning aid, pupils are here specifically instructed to use the (government-dominated) newspaper industry as a source for their discussions, rather than the Internet, which proved to be one of the main vehicles for the dissemination of the reformist agenda (Abbott 2001; Brown 2004).
Wow, so much so for Pendidikan Moral indeed. A good read if you want to get bullimia upon knowing our education system.
Now you know the real agenda behind the Newspaper-In-Education (NIE) programme in schools and why blogs=devil, eh?