马来西亚族群教育政策的逻辑主线——基于《教育大蓝图》的分析

The Logical Mainline of Malaysia’s Ethnic Group Education Policy——An Analysis Based on Malaysia Education Blueprint

21世纪以来,由于经济、教育、政治等多方面压力堆积在一起,促使马来西亚政府决定全面改革教育系统以缓和社会矛盾,增进族群和谐。《教育大蓝图》作为现行最重要的教育规划政策便担负起了这个重任。近年来,学界有观点认为20世纪90年代后,马来西亚族群教育政策呈现多元化特征。事实上,尽管把族群和谐列为核心目标之一,《教育大蓝图》仍引起了马来西亚华人社团的质疑与反对。运用四模式理论分析,发现从教育管理制度、教育财政制度到教育法律规范和教育公平权利等方面,马来西亚华文教育都处在一个相对不利的,被忽视的位置,而《教育大蓝图》并没有彻底改变这种现状,反而延续了“相对多元化”教育政策的底层逻辑。对于马来西亚华人来说,留足华文教育的生存空间是实现族群和谐的前提。

Pressures from economy,education and politics stimulate Malaysian government’s determination to comprehensively reform education system so as to alleviate social conflicts and promote ethnic harmony.Malaysia Education Blueprint,as the most important education-planning policy in the present,has taken on this responsibility.Recently,there are views in research indicating that after the 1990s the ethnic group education policy of Malaysia showed a diversified feature.In fact,although Blueprint clearly sets ethnic harmony as its core target,doubts and oppositions from the Malaysia overseas Chinese community still incurred.Based on four modes theory,it can be concluded that Chinese education system of Malaysia is comparatively unfavorable and neglected from aspects as education management system,education finance system,educational laws and policies and fair education right.Blueprint can hardly change this situation but continues the underlying logic of"relatively diversification"education policy.For Malaysian Chinese,it is the premise for achieving ethic harmony by sparing development space for Chinese education system.