A concept I presented to bring integration between the Chinese, Indian and Malay together in a after-school program.

1. “In a period of transition and accelerated change marked by the
expression of intolerance, manifestations of racial and ethnic
hatred, the upsurge of terrorism in all its forms and manifestations,
discrimination, war and violence towards those regarded as 'other'
and the growing disparities between rich and poor, at international
and national levels alike, action strategies must aim both at
ensuring fundamental freedoms, peace, human rights, and
democracy and at promoting sustainable and equitable economic
and social development all of which have an essential part to play
in building a CULTURE OF PEACE. This calls for a transformation of
the traditional styles of educational action.”
UNESCO Integrated Framework of Action on
Education for Peace, Human Rights and Democracy

2. Children of Peace: Cultivating
the Notion of Peace through
Performing Arts in an
After-School Program
Ling Siew Woei
lingsiewwoei@gmail.com

3. Multicultural Education
• Formal education:
– “permeates the curriculum and instructional
strategies used in schools, as well as the interactions
among teachers, students and parents, and the very
way that schools conceptualize the nature of
teaching and learning.” (Nieto 2001, p. 307)
• Informal education:
– “a structured process designed to foster
understanding, acceptance and constructive relations
among students.” (Malakolunthu 2010, p2)

4. Justification
• “Multicultural education can help students
transcend identities, self-concept and
outlooks about life and thus create attitudes
that may make them more open to new
experiences and help students develop
multiple perspectives” (Grant & Sleeter, 2007
as cited in Malakolunthu, 2010 )

5. “If we are to teach real peace in this
world…we shall have to begin with
the children.”
Mohandas Karamchand Gandhi
Mahatma Gandhi
2 October 1869 – 30 January 1948

6. Melentur buluh biar dari rebungnya
• Children should also be educated on the
culture of peace as early as possible (Rosmah Mansor,
2010)
• To ensure that the values of peace will be
rooted in their hearts and mind and uptake
with them as they grow (Abdullah Sanusi Ahmad, 1999).
• …as they grow, it will become a solid
foundation for Malaysia development and
global peace (Rosmah Mansor, 2010)

7. Peace education via multicultural education
Tenby Schools Sekolah Wawasan
Taiping Peace Initiative Lions International Peace

8. Limitation in current methods
HALF DAY
SYNDROME

9. x-tending beyond formal education
• As Gundara states:
The effect of educational activities is therefore highly
dependent on the experienced attitudes of society. If, for
instance, the teacher teaches values like ‘solidarity’ and
‘equality’ but they are marginalised outside the school,
positive results cannot be expected. It also would be
hypocritical to ‘teach’ individuals how to behave in society if
they were not taught about the structure, the mechanisms
and the effects of society and its institutions, including the
nation state.
(2000:147)

10. Sekolah Wawasan’s Vision
• Bringing together the children of different
ethnicity, race and language in the same
school compound…through common
curriculum, sharing of common amenities and
facilities and the celebration of national
holidays (Malakolunthu, 2010) so that racial
integration, harmony and unity among them
could be fostered (Ministry of education, 1995)

11. The realisation of peace through Wawasan School faces
challenges “inadequate, simplistic and unproductive”
Little sign of multicultural
practices
•“as teachers, we do
not collaborate or
jointly organize…”
Blur policy formulation
& education
implementation
•“most of us do not
know in which way our
VS differs…”
False impression that the
joint activities was
sufficient
•“They had great time
witnessing the
event…But it stopped
there.”
(Malakolunthu, 2009 & 2010)
In-depth interviews,
observations of
classrooms and select
school events and
analysis of related
documents
3 Vision schools ( 1 with
Mal Man Ta and 2 with
Mal Ta)

12. Critical Action Domain for Culturally
Responsive Instruction
Culturally
Responsive
Teaching and
Learning
Principal
Leadership
Teacher
Development
Curriculum
frameworks
Pedagogical
methods
Instructional
materials &
textbooks
Assessments
Malakolunthu, 2010

13. Minimal impact
• As Gundara states:
Individual attitudes and behavior are a result of interaction with
the social environment. The school is only part of it. Common
basic values deal with the relations between people, between
people and culture (which includes science and technology),
and between people and nature.
(2000:146-147)

14. Why isn’t multicultural education
become one of the major education in
the children’s everyday life?
Life application

15. Transformative learning
• Why are we still limiting to 3Rs?
• Extending beyond 3Rs “using the arts can help
to reveal experiences and insights not readily
available in traditional academic texts and
discussions (Mezirow & Taylor 2009, p.35)

16. Where does this paper
derived from?

17. Who am I?
A mother for 3 boys-1
currently studying in a
Chinese vernacular
school and 2 soon in
the same school.

18. Who I was?

19. Sekolah Menengah Kebangsaan Methodist
(ACS)

20. Sekolah Menengah Kebangsaan Methodist
(ACS)

21. Hari Raya visits to Rahayu's house.

22. Universiti Malaysia Sarawak

23. 3 vernaculars schools (Malay, Mandarin & Tamil)
A
B
C

24. Kampung Muhhibah

25. Cultivating a living multicultural experience
among the children through
performing arts in a day-care centre.

26. After-school program
• Any structured or unstructured activity for
children to participate after the school hours.
• Children who attended a structured after-
school program holds benefits of better social
integration, higher performance and fewer
behavioral problems (Mahoney, Larson & Eccles, 2005).

27. Day-care
• A physical and secure place that offers care for
the before or after school primary children to
stay during the day and taken care of by
professional care-givers.
• Part of the daily activities are bath, meals,
rest, school coaching and others.

28. Day care
• Half-day rich hours for activities
to be carried out
– 7.30am till 12.00noon
– 1.00pm till 7.00pm
• Parents give full commitment because they
paid for it
– Students’ attendance are stable, no excuses of
any reasons

29. Motivation
Fulfillment of basic and safety needs according
to Maslow motivation theory must be fulfilled
(Tay & Diener, 2011)

30. Performing Arts
• includes drama, music, dance and visuals.

31. Adapted action domain in PA
Culturally
Responsive
Teaching and
Learning
Principal
Leadership
Teacher
Development
Curriculum
frameworks
Pedagogical
methods
Instructional
materials &
textbooks
Assessments
Culturally
Responsive
Teaching and
Learning
Principal
Leadership
Teacher
Development
Curriculum
frameworks
Pedagogical
methods
Instructional
materials &
textbooks
Assessments

32. Adapted action domain in Performing Arts
Culturally
Responsive
Teaching and
Learning
Principal
Leadership
Teacher
Development
Curriculum
frameworks
Pedagogical
methods
Instructional
materials &
textbooks
Assessments
After-school
structure:
Self-expression
& Imagination
Children
empowerment
Resources, costume,
materials and props
Reflection, statement
& sharing
Adult supervision
Adult’s leadership

33. Drama
SCRIPT and message

34. Drama : roles and responsibilities

35. Drama : understanding of scripts &
practices

36. Drama : Practices of roles

37. Output: perform to audiences

38. Sing a song
LYRICS and message

39. Singing : message to be conveyed

40. Singing : emotion & expression

41. Singing : Remembered
http://www.you
tube.com/
watch?v=Ix
-
5aajAFgM
&feature=r
elated

42. Satu Malaysia
Verse 1
Dunia kian berubah
Perubahan melingkari
Melaksana hasrat hati
Kejayaan terbukti
Verse 2
Dunia yang megah
Dengan misi yang gagah
Kerana perpaduan
Kita masih bersama
Chorus
Kita satu bangsa, Kita satu Negara
Kita satu matlamat, oooo
Kita satu bangsa, satu Negara
Kita satu Malaysia
Verse 3
Bermulanya sekarang
Perjalanan dilaksana
Seia sekata sehati dan sejiwa
Verse 4
Membina masa hadapan
Menuju kejayaan
Kita semua rakyat Malaysia
Harmoni, saling menghormati

43. Dance
Expression and message

44. Dance : integration of music into mind

45. Dance : acts & movements

46. Mengapa kita berbeza?
Ku tahu hatimu dipolusi benci
Kita harus bersama
Aku kau memahami kompromi
Kita satu komuniti
Satu arah destinasi
Hei generasi muda
Usah kau bersendiri
Kita punya satu hati
Satu cita satu jiwa
Kau aku dan mereka
Kita satu nama
Dengan Satu Suara
Kita serupa walau berbeza
Genggam semangat waja
Langkah Bersama
Dalam rentak padu yang sama
It’s the B to the e to the l, i, a
Lets keep the head up for better days
Come on hand in hand
If you understand
The message is to be together in this
motherland
Where’s the love that used to shine?
In this darkest hour we gonna be just fine
Let the love shine in your soul
This revolutions gonna be our destiny call
Dalam satu suara
Kita tiada bezanya
Nyanyi lagu yang sama
Rentak sekata
Dengan satu suara
Kita janji menjaga
Kau aku dan mereka
Kita satu nama
Sekiranya ku jatuh
Terus bangunkan aku
Dan aku lakukan yang sama untukmu
Aku kau dan mereka
Dalam satu suara
Kita satu nama
Satu Suara

47. Visual
IDEATION AND REFLECTION

48. Visual : Ideation & expression

49. Visual : reflection & statement
http://ww
w.youtube
.com/watc
h?v=Ix-
5aajAFgM
&feature=
related

50. Expressed their views
Taiping Peace Initiative Lions International Peace

51. Performing arts
• An approach where children are allowed and fully
encouraged to express themselves via medium
they find comfort.
• Children are empowered in the idea creation
where teachers/care-giver merely guide on the
expression methods
• No more issues on “disgruntlement, bickering or
finger-pointing among school heads and teachers”
(Malakolunthu 2009, p.126) because empowerment
on children

52. African expression “It takes a whole village
to educate a child”

53. Parents encouragement

54. Teachers and
helpers
guidance and
nurtures
The author gives credit to Wahaha Performing Arts studio
@ Kajang for the experience.

55. Z-generation SHOULD BE empowered
• Facts-
– They have thinking through their observation,
experiences and interaction with adults.
– They have control over their own lives.
• Multicultural education when constructed
carefully and implemented well, can pave way
for self expression, open dialogue, critical
thinking and analysis of alternative viewpoints
among students (Sleeter & Grant, 2003)

56. Principal & Care-givers (artist)
• Adhere to Malakolunthu’s Principal leadership
(2010)
– Possess the knowledge, skills and attitude on equity,
social justice, equal opportunity and cultural
pluralism to develop and implement day-care policies
that promotes peace.
– Develop care-givers and helpers with providing
induction, orientation and on-going professional
development - My addition-role-model & servantship
– Collaborative process-sharing of ideas, open
dialogue and research-possible through
Performing Arts

57. Something About
Christmas Time-
Bryan Adams
We waited all through the year
For the day to appear
We could be together in harmony
You know the time will come
Peace on earth for everyone
And we can live forever
In a world where we are free
Let it shine for you and me
There’s something about Christmas
time
That makes you wish it was
Christmas every day
To see the joy in the children’s eyes
The way that the old folks smile
Christmas will never go away
We're all as one tonight
Makes no difference if you're
black or white
If we can keep the spirit
More than one day of the
year
Send a message loud and
clear
It's the time of year when
everyone's together
We'll celebrate here on
Christmas Day
When the ones you love are
there
You can feel the magic in the
air
You know it's everywhere
Please tell me Christmas will
never go away
http://www.youtu
be.com/watch?v=
S2iVGEuCSkI