Pendidikan emansipasi melalui kurikulum baru

By:

Fiqah Roslan

Affiliations:

Kempen Tiada.Guru

Policy Code:

3f Education

Problem Statement:

Sistem pendidikan Malaysia merupakan senjata golongan elit yang manipulatif dan autokratik dalam mempertahankan kuasa status quo. Kurikulum pendidikan sengaja ditiadakan hak asasi, keadilan, rasuah bagi menjauhkan rakyat daripada realiti penindasan dan mempersoalkan rejim kerajaan yang korup. Kurikulum hari ini berjaya memberikan “kepatuhan” rakyat kepada kerajaan melalui budaya takut dan berdiam diri seperti Akta Peraturan-peraturan Pegawai Awam (Kelakuan dan Tatatertib) 1993, Bahagian II, Peraturan 13 “Membuat Pernyataan Awam”.

Sekolah menjadi institusi korup melindungi orang bersalah malah hipokrit dengan slogan “kemenjadian murid”. Buktinya, kes saman murid terhadap guru ponteng tujuh bulan [1] dan budaya rogol di sekolah [2] kini tular dengan beratus-ratus mangsa bersuara. Namun, guru yang bersalah dilindungi dan masa depan murid dibuang.

Sekolah semakin jauh daripada tujuan pendidikan sebenar. Fokus lebih kepada kursus dan bengkel, dialog prestasi, bual bicara tetapi tiada keberanian dan keikhlasan untuk akauntabiliti. Pendidikan hanya mengejar KPI lalu menjadi distraction melali dan melalaikan guru dan murid daripada refleksi kritikal terhadap permasalahan akar umbi.

Citation Reference
[1] Kes Mahkamah Tinggi (Tiada.Guru)
[2] Save The Schools MY (Instagram)

Value(s) and Belief(s):

Kurikulum emansipasi akan memberikan kuasa dan autonomi kepada murid & guru dalam berfikir dan bertindak. Ini akan mengubah orientasi proses pembelajaran dan pengajaran (PdP) daripada yang bersifat transaksi ilmu oleh guru semata-mata (guru mengajar, murid belajar) kepada proses co-teaching & learning antara guru dan murid secara kritis dan reflektif.

Proposal of Solution:

Perubahan sosial memerlukan strategi dan tindakan reformasi (bukan reaktif) daripada solidariti rakyat. Kurikulum pendidikan baru akan mengubah nilai dan paradigma rakyat kepada masyarakat sivil yang memiliki upaya dan kuasa untuk menyedari tentang realiti ketidakadilan dan penindasan.

Kurikulum emansipasi mestilah memberikan pilihan optimum kepada murid untuk mengembangkan bakat, minat, potensi dan keupayaan mereka. Peperiksaan dan pencapaian akademik bukan lagi satu-satunya pengukur pencapaian, tetapi murid-murid dalam kecerdasan pelbagai diupayakan dalam penginstitusian TVET kepada murid Pendidikan Khas. Hapuskan program inklusif yang membunuh potensi dan bakat mereka yang bukan dalam akademik.

Nilai-nilai humanistik ini mestilah diformulasikan dalam silibus setiap mata pelajaran di sekolah. Proses PdP memasukkan program / khidmat luar sebagai latihan praktikal kepada murid dan guru bagi memahami isu-isu seperti ketidakadilan sosial dan perubahan iklim.

Mata pelajaran Sivik dan Kewarganegaraan diformulasikan semula bagi merangkumi tentang kajian mengenai sistem politik, perundangan dan pemerintahan negara, serta peranan pemerintah terhadap rakyat dan peranan warga negara untuk melindungi masyarakat yang adil, aman dan berperikemanusiaan. Ia juga merangkumi kajian mengenai kepelbagaian amalan dalam budaya dan kepercayaan agama di negara ini dan di seluruh dunia. Kesedaran dan kemahiran sivik dilihat penting untuk mengembangkan 'pemikiran bersama dan kesejahteraan bersama' dalam diri orang yang hidup dalam masyarakat berbilang kaum.

Kurikulum emansipasi mestilah bersifat humanistik mengandungi pandangan yang adil, kritis, dan tulen mengenai hak asasi manusia, anti korupsi, demokrasi, kebebasan asasi, keadilan, media bebas, literasi berita, sejarah Mahkamah & litigasi terkenal, gerakan keadilan sosial dan menghargai kepelbagaian bakat dan potensi individu.

Additional Information:

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Translation

Isu dan Polisi Semasa:

The Malaysian education system is a manipulative and autocratic weapon of the elite in defending the status quo. The education curriculum is deliberately deprived of human rights, justice, and corruption to keep the people away from the reality of oppression and questioning the corrupt government regime. Today's curriculum succeeds in giving the people's “obedience” to the government through a culture of fear and silence as stated in the Public Officers Regulations Act (Conduct and Discipline) 1993, Part II, Regulation 13 “Making Public Statements”.

Schools became corrupt institutions protecting the guilty, even the hypocrites with the slogan “kemenjadian murid”. The evidence: the case of a student's lawsuit against a teacher for being absent for seven months [1] and the culture of rape in schools [2] has gone viral with hundreds of victims speaking out. However, the guilty teachers are shielded and the future of the students is dismissed.

Schools are getting further and further away from the real purpose of education. It focuses more on courses and workshops, performance dialogue, talks without courage and sincerity for accountability. The education system only pursues KPIs and becomes an enduring distraction and diverts teachers and students from critical reflections on grassroots problems.

Rujukan Petikan
[1] Kes Mahkamah Tinggi (Tiada.Guru)
[2] Save The Schools MY (Instagram)

Nilai-nilai dan Kepercayaan:

The emancipatory curriculum will give power and autonomy to students & teachers in thinking and taking action. This will change the orientation of the learning and teaching process (PdP) from a knowledge transaction by teachers alone (teachers teach, students learn) to a process of co-teaching & learning between teachers and students critically and reflectively.

Penyelesaian:

Social change requires reform strategies and actions (non-reactive) from the solidarity of the people. The new education curriculum will change the people's values and paradigms to a civil society that has the ability and power to be conscious of the realities of injustice and oppression.

The emancipatory curriculum must provide optimal options for students to develop their talents, interests, potentials, and abilities. Examinations and academic achievements are no longer the sole measures of achievement, but students in multiple intelligences are empowered in the institutionalization of TVET for Special Education students. Eliminate inclusive programmes that kill the potentials and talents of those that are not academic.

These humanist values must be formulated in the syllabi of every subject in schools. The PdP process incorporates external programs/duties as practical training for students and teachers to understand issues such as social injustice and climate change.

The subjects of Civics and Citizenship are reformulated to include studies on the political, legal, and governance systems of the country, as well as the roles of the government towards the people, and the roles of citizens to preserve a just, peaceful, and compassionate society. It also includes a study on the diversity of practices in cultures and religious beliefs in the country and around the world. Awareness and civic skills are seen as important to develop ‘shared thinking and shared well-being’ in individuals living in a multiracial society.

The emancipatory curriculum must be humanistic by encompassing fair, critical, and genuine views on human rights, anti-corruption, democracy, fundamental freedom, justice, free media, news literacy, renowned Court & litigation history, social justice movements, and recognizing the diversity of talents and potentials of individuals.

Informasi Tambahan: