The Comparative Study of the Multi-ethnic Co-existent Education in the Multi-ethnic Society ; focussing on the Ethnic schools in Malaysia, England and Australia

本研究旨在探讨多民族共存教育与多民族社会各民族教育协调的可能。结合三个国家民族学校的情况和课程设置，阐明民族学校在多民族社会中的作用和功能。马来西亚的华文教育体系一直是中等水平。这一制度是在马来西亚华人社区建立起来的，但与其他民族教育和马来西亚政府没有很强的联系。民族学校与公立学校之间缺乏基本的互动交流，从少数民族身份的角度来看，华文教育主要是为华族社区服务的。民族教育的协调是一种补充型的协调。对于课程来说，这是避免与政府教学大纲冲突的另一种方法。因此，凭借普通话的市场性和典型的文化吸引力，该系统正在接收其他民族学生和其他国际学生。伯明翰信仰学校获得政府拨款，并提交教育标准局检查。这所学校在这个学区接收穆斯林学生。这与巴基斯坦的教育有关，也与从美国进口的伊斯兰教科书有关。至于课程设置，它似乎是两种价值观的平行方法，或伊斯兰背景下的翻译方法，而不是附加的。伦敦中文补习学校提供普通话课程，并接收来自郊区的中国学生。它与当地政府有关系，比如华人社区联络处。这所辅助性学校是华人社区对公共英语教育的补充协调。澳大利亚的中文补习学校得到一些政府补助。对于居住在各个郊区特别分散的居住方式的中国人来说，这样的学校为这个地区提供了一个民族的集体记忆。另一方面，这所学校在多民族社会中充当了民族冲突的“缓冲”机构和民族需求的代表。少

This research aims to examine the possible coordination of multi-ethnic coexistent education and each ethnic education in multi-ethnic society. In some cases of ethnic school situation and curriculum in three countries, I clarify the role and functions of ethnic school to multi-ethnic society.1.Malaysian Chinese education system has been structured to the secondary level. This system is constructed in Malaysian Chinese Community, but doesn't have a strong connection to other ethnic education and Malaysian Government. Without basic interactive communication among ethnic schools and public schools, Chinese education serves mainly for Chinese community from the view of minority status. That ethnic education's coordination is like a supplementary type. And for the curriculum, it's an additional approach to avoid a conflict to the government syllabus. So, by means of mandarin marketability and typical cultural attraction, this system is receiving other ethnic students and other internationa … More l Chinese students.2.Birmingham Faith School gets grants from government and submits ofsted inspection. This school receives Muslim students in this school district. It has a relation to Pakistan's education and also imported Islamic textbook from USA. As for the curriculum, it seems to be a parallel approach of two values, or translational approach in the Islamic context, rather than additional.3.London Supplementary Chinese School provides Mandarin and receives Chinese students from suburb. It has a relationship to local authority like Chinese community liaison. This supplementary school functions as a complementary coordination for Chinese community to public English education.4.Australian Chinese supplementary schools get some governmental grants. For Chinese people who live in especially dispersed residence style of each suburb, such school provides the area as a collective memory of ethnicity. On the other side, this school functions as a "buffer" institution of ethnic conflicts and representation of ethnic needs in Multi-ethnic society. Less