EDUP3073 CULTURE AND LEARNING

TOPIC 3:
Awareness of Socio-cultural Diversity
in Malaysia

Abdul Ghaffar bin Jaafar

Mathematics & Science Department
Institut Pendidikan Guru
Kampus Tengku Ampuan Afzan
Ministry of Education Malaysia
Kuala Lipis
 EDUP3073
CULTURE AND LEARNING

TOPIC 3:
Awareness of Socio-cultural Diversity
in Malaysia
Abdul Ghaffar bin Jaafar
Mathematics & Science Department
Institut Pendidikan Guru
Kampus Tengku Ampuan Afzan
Ministry of Education Malaysia
Kuala Lipis

23-28 January 2023

 OVERVIEW OF TOPIC 3
Awareness of Socio-cultural
Diversity in Malaysia
1. Race
2. Language
3. Social Structure
4. Belief
5. Custom and Rituals
6. The importance of socio-cultural
awareness to teachers in Malaysia
agj
 RATIONALE

This course is offered so that students

can understand and be aware of
the sociocultural diversity
in Malaysia and be able to create a
cultural friendly classroom environment.

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 RACE and ETHNICITY

Race Ethnicity
Related to Biological Related to Sociological
Factors Factors
Physical characteristics Nationality
such as: Race
Bone Structure Culture
Skin Texture Tradition
Skin Colour Religion
Hair Colour Customs
Eye Colour Language
Source:
http://www.differencebetween.net/science/nature/difference-between-ethnicity-and-race/
http://www.diffen.com/difference/Ethnicity_vs_Race
http://www.livescience.com/33903-difference-race-ethnicity.html agj
 THE HUMAN RACE
All men of whatever race are classified as belonging
to the one species, Homo sapiens.
A human race is the idea that the human species is
divided into distinct groups on the basis of inherited
physical and behavioural differences.

All races share 99.99+% of the same genetic material.

As such, the differences between human races are
not great, even though they may appear so, i.e. black vs
white skin.
All races of mankind in the world can interbreed
because they have so much in common.
Sources: http://www.britannica.com/topic/race-human
http://blog.world-mysteries.com/science/how-many-major-races-are-there-in-the-world/
agj
 The Major Divisions of the Human Race
(Meyers Konversationslexikon of 1885-90)

• Caucasian races (Aryans, Hamites, Semites)

• Mongolian races (northern Mongolian, Chinese and Indo-
Chinese, Japanese and Korean, Tibetan, Malayan,
Polynesian, Maori, Micronesian, Eskimo, American Indian)
• Negroid races (African, Hottentots, Melanesians/Papua,
“Negrito”, Australian Aborigine, Dravidians, Sinhalese)
• Australoid – Racial classification by Carleton Coon, 1962:
4 major races of the world population: White/Caucasian,
Mongoloid/Asian, Negroid/Black, and Australoid. 
Source: http://blog.world-mysteries.com/science/how-many-major-races-are-there-in-the-world/ agj
http://www.annefrank.org/en/Anne-Frank/Life-in-Germany/Hitlers-antisemitism/ agj
Adolf Hitler was obsessed with ideas about race.

In his speeches and writings, Hitler spread his beliefs in

racial "purity" and in the superiority of the "Germanic
race“ — what he called an Aryan "master race."

The German “Aryan” race was gifted above all other

races, Hitler asserted, with this biological superiority
destining the Germans to rule a vast empire across
Eastern Europe. 

He pronounced that his race must remain pure in order to

one day take over the world. For Hitler, the ideal "Aryan"
was blond, blue-eyed, and tall. The purest stock of
Aryans according to Nazi ideology was the Nordic people
of Germany, England, Denmark, The Netherlands,
Sweden and Norway.
Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679 agj
The Nazis with the support of German scientists who believed
that the human race could be improved tried to limit the
reproduction of people considered "inferior."
Beginning in 1933, German physicians were allowed to perform
forced sterilizations, operations making it impossible for the
victims to have children.
Among the targets were Roma (Gypsies), handicapped
individuals (mentally ill, deaf, blind), African-German children
(German mothers and African colonial soldiers), political
dissidents, Jehovah’s Witnesses, homosexuals, habitual
criminals, homeless people, allegedly promiscuous women,
people unable to hold a job, or alcoholics (behaviors not fitting
Nazi perceptions of social norms.) 

Jews were regarded as “parasitic vermin” worthy only of

eradication. The Nazis slated all of Europe's Jews for
destruction: the sick and the healthy, the rich and the poor, the
religiously orthodox and converts to Christianity, the aged and
the young, even infants.
Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679 agj
Hitler and other Nazi leaders viewed the Jews not as
a religious group, but as a poisonous "race," which
"lived off" the other races and weakened them.
After Hitler took power, Nazi teachers in school
classrooms began to apply the "principles" of racial
science.
They measured skull size and nose length, and
recorded the color of their pupils' hair and eyes to
determine whether students belonged to the true
"Aryan race."
Jewish and Romani (Gypsy) students were often
humiliated in the process.
Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679
agj
 Establishing racial descent by
measuring an ear at the Kaiser
Wilhelm Institute for Anthropology.
Germany, date uncertain.

At the Kaiser Wilhelm Institute for Anthropology, Human Genetics,

and Eugenics, a racial hygienist measures a woman's features in an
attempt to determine her racial ancestry. Berlin, Germany, date
uncertain.
Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679 agj
 The Nazis used public displays to spread their ideas of race.
The chart shown here is titled "The Biology of Growth,"
and is labeled "Stages of Growth for Members of the Nordic
Race."
Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679 agj
The Nazis also adopted the social Darwinist
take on Darwinian evolutionary theory
regarding the “survival of the fittest.”

Since each “race” sought to expand, and

since the space on the earth was finite, the
struggle for survival resulted “naturally” in
violent conquest and military confrontation.

Hence, war — even constant war — was a

part of nature, a part of the human condition.

agj Source: https://www.ushmm.org/outreach/en/article.php?ModuleId=10007679

The defeat of Germany in the First World War also had
a great impact on Hitler’s world view and political
beliefs.
Hitler was a soldier and – like many other German
soldiers – found it hard to accept the defeat of the
German Empire.

Many nationalists and conservatives believed that

Germany had not lost the war on the battlefield but due
to betrayal from within, by a ‘stab in the back’.

Socialists, communists and particularly Jews were

blamed, even though more than 100,000 German and
Austrian Jews had served in the war and 12,000 had
been killed.

Source: http://www.annefrank.org/en/Anne-Frank/Life-in-Germany/Hitlers-antisemitism/
agj
 RACE

The emergence of a race is related to

the similarities in characteristics that
each individual in a group share such
as a common language, religion,
culture, living in a similar territory,
living in the same country and
becoming a citizen.

Sources: http://blog.world-mysteries.com/science/how-many-major-races-are-there-in-the-world/
Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)
agj
What most definitions have in common is an attempt to
categorize people primarily by their physical differences.

For example, in the USA, the term race refers to a group

of people who have in common some visible physical
traits, such as skin colour, hair texture, facial features,
and eye formation. 

The term race has also been applied to 

linguistic groups (the “Arab race” or the “Latin race”),
to religious groups (the “Jewish race”), and even to
political, national, or ethnic groups with few or no
physical traits that distinguish them from their neighbours
(the “Irish race,” the “French race,” the “Spanish race,”
the “Slavic race,” the “Chinese race”, etc.).
Sources: http://www.britannica.com/topic/race-human
agj
 Friedrich Hertz in his book
“Nationality in History and Politics” explains that
every race consists of four core elements:
 
1) The desire to achieve national unity consisting of
social cohesion, economic, political, religious,
cultural, communication, and solidarity. 

2) The desire for excellence, independence,

individualism, originality, or uniqueness.
 
3) The desire to achieve independence, that is free from
foreign domination.
 
4) A desire to stand out among the nations, excel in the
pursuit of honor, influence and position.  
Source: Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)
agj
 Generally each race is considered
to have a common identity and
speak the same language, besides having their
own religion, ideologies and culture.
They are considered to have
originated from the same descent.

We can conclude that race refers to

a group of people who are originated from a
common descent and practise its own
customs, language, and culture.

Source: Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)

agj
• Racism: The belief that some races of people are
better than others. This gives rise to the unfair
treatment of people who belong to a different race
leading to violent behaviour towards them.

• There is no universally accepted classification for

“race” and its use has been under fire over the
last few decades. 

• The United Nations, in a 1950 statement, opted to

“drop the term ‘race’ altogether and speak of
“ethnic groups”. 
• There are more than 5,000 ethnic groups in the
world (Scientific American, 1998)
Source: http://www.oxfordlearnersdictionaries.com/definition/english/racism
agj http://blog.world-mysteries.com/science/how-many-major-races-are-there-in-the-world
 In Malaysia, every race has its own identity and
culture - sociocultural diversity.

All the races in Malaysia live in harmony

respecting each other’s
religious practices and values.

Source: Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)

agj
 UNITY IN
DIVERSITY Tallahassee, Florida, 31 Dec
1999

Can Malaysians
achieve unity
in diversity?
Ruckus erupts between thugs and salespeople in Low Yat
Posted on 12 July 2015 - 03:08pm
Ashwin Kumar newsdesk@thesundaily.com
 Bersih and red shirts clash in Teluk Intan
Published: 1 Oct 2016, 6:43 pm     Modified: 2 Oct 2016, 10:31 am

Source: https://www.malaysiakini.com/news/357586#G8hs2YgFV8PkWtZb.99
 There is still Hope in Malaysia !

United we stand: Mosque and church leaders exchanging bukapuasa goodies in front of the
Good Shepherd Church (with red roof) and An-Naim Mosque near Miri City in Sarawak.
 
MIRI: Muslims and Christians held a joint bukapuasa session at a mosque and church built
next to each other near Miri City. The event yesterday was attended by Muslims and Christians
from the Anglican, Catholic, SIB and Methodist churches and has become a unique tradition
that reflects the special bond between people here of all faiths. The An-Naim Mosque and
Good Shepherd Church are less than 100 metres from each other in the Lutong bazaar, located
about 10kms north of Miri City. The management of the mosque and church share their car
parks with each other. On Fridays, the church will open its gate to let Muslims park their
vehicles during prayer time. On Sundays, the mosque will open its gate to let Christian
churchgoers use the car parks. … “Being able to enjoy such sincere religious and racial
acceptance is priceless,” he said. According to Mohd Zulkifli and Jute, the mosque and
church had been sharing car parks for the past 50 years. “It has become a way of life for us to
share car parks and meet for gatherings. To us, Muslims and Christians are one big family,”
said Mohd Zulkifli. “This spirit of mutual acceptance comes naturally here,” said Jute.

http://www.thestar.com.my/News/Nation/2015/07/04/Strong-show-of-solidarity-Muslims-and-Christians-hold-joint-buka-puasa-session/
Published: Saturday July 4, 2015 MYT 12:00:00 AM  Updated: Saturday July 4, 2015 MYT 7:33:48 AM
Florida State University,
Tallahassee, 31 Dec 1999

Unity of Malaysians Studying Overseas

Nashville, Tennessee
agj 9 March 2011
 LANGUAGE

LANGUAGE is:

• A communication tool to communicate and

interact with each other.

• An important medium of information shared

between members of society.

agj
A lot of what we say is for a specific purpose.
Whether we are apologizing, expressing a wish or
asking permission, we use language in order to
fulfill that purpose.

Each purpose can be known as a language function.

• A language function refers to the purpose for

which speech or writing is being used.
• Savignon (1983) describes a language function as
“the use to which language is put, the purpose
of an utterance”.
agj Source: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/functionsof%20lang.html
 General functions of a language refer to
its purpose as a tool for communication
and a tool for integration and social
adaptation.

Specific functions of a language refer to

its purpose to interact with others,
create literature, study old manuscripts,
and exploit knowledge and technology.
Source:
Noriati Rashid, et al. (2011). Budaya dan pembelajaran. Shah Alam, Selangor: Oxford Fajar Sdn. Bhd., pp. 22 - 23

agj
• Language also plays an important role
in producing important work.

• In traditional societies, before writing

came into being, oral language became
an important communication tool in
sharing ideas, information and
insights both implicitly and explicitly.

agj
What are some examples of functions of language?
If we think about a function of language as one that serves a
purpose we can see that much of what we see can be
considered to be functional.
Example: Going to a dinner party in the West

Arriving at the dinner party we may introduce ourselves,

thank the host and ask where to put our coats.

During the dinner we may congratulate someone on a

recent accomplishment, ask advice, express affection and
compliment the host on the meal.
Each of these individual utterance are considered
functions of language.
agj Source: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/functionsof%20lang.html
 By using this idea to structure teaching,
the instructional focus becomes
less about form and
more about the meaning
of an utterance.  

In this way, students use language

in order to fulfil a specific purpose,
therefore making their speech
more meaningful.
agj
In a multiracial country like Malaysia, language is used to
unite Malaysians of all races and it has become a tool for
racial unity.
Bahasa Malaysia is the official language in Malaysia
(Constitution Article 152) and is used as a language of
instruction in schools (Education Act 1996).
Bahasa Malaysia as the national language has been able
to bring all Malaysians to interact and communicate easily.
In interpersonal relationship, language has become a tool
for bridging the members of society together in our country.
Vernacular language:
The commonly spoken language or dialect of a particular
 people or place.
The Influence of Vernacular Languages
on Bahasa Malaysia: EXAMPLES
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 How can we teach functions of language?
Teachers can create situations and explain that there may be
several possible ways to fulfil each function of language.
Example: Greeting an elderly lady on the street would differ
from greeting a peer in their home.

Choosing the appropriate way in which to say something will

partly depend on:
1.  your social standing relative to the person you are talking to;
2.  how well you know the person;
3.  who is listening; and
4.  the circumstances under which the communication occurs.

agj http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/functionsof%20lang.html
 Listen to the conversation at a stall
in a food court.

1. Identify the people whom the woman interacts

with.

2. Explain the purpose of the language used by

her.

agj
 The Importance of Language according to
Vygotsky’s Sociocultural Theory
Learning is a crucial part of passing down culture ideas
from parents to children. By doing so, the child also
acquires cognitive skills that are specific to his or her
culture.
As a result, it is simple to see that a person's language is
crucial to their mental development.
It is humans' linguistic abilities that distinguishes from
other animals and has helped to create a society full of
art and thought.
Therefore, the developmental progress of a child cannot
be considered without also taking into consideration the
child's upbringing and social context.
agj
 BELIEFS

Definition:

BELIEFS are the ideas, viewpoints and

attitudes of a particular group of society.

They consists of fables, proverbs, myths,

folklore, traditions, superstition, education,
et cetera that influence the ideas, values,
emotions, perceptions and attitudes of members
of the society.

Source: Dr. Christopher Fuster Bueno http://savior.hubpages.com/hub/beliefsinsocilogy

agj
 • The common example of this term is the usage
of RELIGIOUS BELIEF.
• It represents the shared ideas and knowledge
about the existence of supernatural order or
the divinities.

• It is a group perception being passed from one

generation to the next through scriptures, holy
books, storytelling, folktales and myths about
the experiences of the past on the existence of
mystic beliefs.
• The existence of such thing is usually respected
by doing worship to the divinity.
* Mystic = Someone who attempts to be united with God through prayer.
agj Source: http://dictionary.cambridge.org/dictionary/british/mystic
 In Malaysia, there are various
belief systems,
superstitions and taboos
among members of the society.
EXAMPLE: GIFT-GIVING
Source:
http://www.kwintessential.co.uk/resources/
global-etiquette/malaysia.html
Do you agree with this write-up on gift-giving
etiquette of the 3 major races in Malaysia?
agj
EXAMPLE: Gift giving to the Malays
•  If invited to someone's home for dinner, bring the hostess
pastries or good quality chocolates.
•  Never give alcohol.
•  Do not give toy dogs or pigs to children.
•  Do not give anything made of pigskin.
•  Avoid white wrapping paper as it symbolizes death and
mourning.
•  Avoid yellow wrapping paper, as it is the colour of royalty
•  If you give food, it must be “halal” (meaning permissible
for Muslims).
•  Offer gifts with the right hand only or both hands if the
item is large.
•  Gifts are generally not opened when received. 
Source: http://www.kwintessential.co.uk/resources/global-etiquette/malaysia.html
agj
Gift giving to the Chinese:
•  If invited to someone's home, bring a small gift of fruit, sweets,

or cakes, saying that it is for the children.

•  A gift is traditionally refused before it is accepted to
demonstrate that the recipient is not greedy.
•  Do not give scissors, knives or other cutting utensils as they
indicate a desire to sever the relationship.
•  Flowers do not make good gifts as they are given to the sick
and are used at funerals.
•  Do not wrap gifts in mourning colours - white, blue, or black.
•  Wrap the gifts in happy colours - red, pink, or yellow.
•  Elaborate gift - wrapping is imperative.
• Never wrap a gift for a baby or decorate the gift in any way
with a stork, as birds are the harbinger of death.

• It is best to give gifts inSource:

even numbers since odd numbers are
http://www.kwintessential.co.uk/resources/global-etiquette/malaysia.html
agj
 Gift giving to the Indians:
•  If you give flowers, avoid frangipani as they are
used in funeral wreaths.
•   Money should be given in odd numbers.
•  Offer gifts with the right hand only or both hands

if the item is large.

•  Do not wrap gifts in white or black.
•  Wrap gifts in red, yellow or green paper or other
bright colors as these bring good fortune.
•  Do not give leather products to a Hindu.

•  Do not give alcohol unless you are certain the

recipient drinks.

agj •  Gifts are

Source:generally not opened when received.
http://www.kwintessential.co.uk/resources/global-etiquette/malaysia.html
 CUSTOMS AND TRADITIONS
 Rules of Behavior are enforced ideas of right and
wrong. They can be customs, traditions, rules, or
written laws.
 Traditions and customs are beliefs and practices that
have evolved over a period of time and the only
difference between a custom and a tradition seems to
be the length of time and observance by a larger
section of the society.
 A tradition is a practice that has been passed down
over generations and observed by most people of a
society or culture while custom could be short lived
and even observed at a family or individual level.
 While all traditions could qualify as customs, not all
customs can be referred to as traditions.
agj
 CUSTOM AND RITUALS
Custom refers to the rules and norms that are and
have been in practice by a group of people through
many generations (Encyclopedia Britannica, 2010).

Customs are considered important to every society

and we have to respect other people’s customs.

In Malaysia the different cultural groups in the

society are bound to various practices related to:
celebration of festive season, eating,
tradition and custom of engagement,
marriage and birth.
agj
Example:
The Chinese New Year's Eve dinner is the most important
dinner for Chinese. Normally this is the family reunion dinner,
especially for those with family member away from home.
For the New Year's Eve dinner, certain dishes are served as a
symbol of prosperity.
Right after the 12:00pm of the New Year's Eve, fireworks will be
launched to celebrate the coming of the New Year as well as
driving away the evil.
It is believed that the person who launched the first fireworks
in the New Year will get good luck.
Red packet which is a red envelope with money in it are
usually given by adults, especially married couples to young
children on the New Year days. It was believed that the money
in the red packet will suppress the evil from the children, keep
the agjchildren healthy, and long living. 
The Malays, Indians, Punjabis and the
people in Sabah and Sarawak also adhere
to their unique customs. The indigenous
people in the country also practise their
customs and rituals.

The diversity of customs and traditions in

Malaysia warrants a teacher to understand the
customs and rituals of the society and ensure
that students learn in a harmonious
environment, respecting each other’s custom.

agj
 ACTIVITY
Each society has its own customs and rituals.
Explain the importance of practising food
taboos in a society.

Please refer to the handout on Food Taboos.

Taboo = A cultural or religious custom that does not

allow people to do, use or talk about a particular
thing as people find it offensive or embarrassing
(Oxford Advanced Learner’s Dictionary)
= An action or word that is avoided for religious
or social reasons (https://dictionary.cambridge.org/dictionary/english/taboo)

Example: In this society there is a taboo on/against any sort

of public display of affection.
agj
 PURPOSE OF FOOD TABOOS

Food taboos to protect human health

Food taboos to highlight special events

Food taboos as an ecological necessity to protect the

resource

Food taboos in order to monopolize a resource

Food taboos as an expression of empathy

Food taboos as a factor in group-cohesion and

group-identity
agj
 SOCIETY
In your opinion, what does Society mean?
• Society refers to a group of individuals living together.

• Society can be understood as a union of groups of

people who interact in a particular living system.
(Najeemah, 2005)

• Sociologists define society as people who interact in

such a way as to share a common culture.

• Society refers to a group of people living together and

they are dependent on their culture.
(Syed Ismail and Ahmad Subki, 1965)
Source: Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)
agj
Elements / Characteristics / Features of a Society

Live in
Group
Presence of Practice
s
Social Class Similar Way
of Life
ELEMENTS
OF
Presence of SOCIETY
Tendency to
Leadership Change

Sharing &
Caring
agj Source: Modul Pembelajaran EDU3106 Culture and Learning, Program Pensiswazahan Guru, IPG KPM (2011)
Characteristics / Features / Elements
of a Society

1.  LIVE IN GROUPS / PRESENCE OF SOCIAL GROUPS

A society encompasses social groups that exist
among the people.

2.  WE-FEELING
A society is based on we-feeling which means
a feeling of belonging together.
This we-feeling makes a society identifiable
and distinct in comparison to others.
It is the we-feeling which can distinguish
societies from one another.

agj Source: Ashish Agarwal http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html

 3. LIKENESS OR SIMILARITY

What similarities can you see in a Society?

• Similarities in a society can be seen in their identity
based on their interests, mores, needs, customs, etc.
* Mores = The accepted traditional customs, manners, ways,
values, or moral attitudes of a social group.

• People cannot form any sort of association and

friendship without some understanding among
themselves.
• An understanding of this sort is possible owing to
the likeness which every individual finds in other
individual.
Sources:
Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html
http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html
agj
www.simplypsychology.org/social-roles.html
According to Robert Morrison MacIver
( Sociologist, 1882-1970):
Society exists among those who resemble one
another in some degree in body and mind and
who are near enough or intelligent enough to
appreciate that.

People establish similar social relationship in a

society on account of similar traditions,
folkways, mores, needs etc.

This very foundation of society rests on

similarity or likeness.
agj
 4.  DIFFERENCES
What differences can you see in a Society?
• There are differences everywhere in society. People are not
alike - they are different from one another in respect of:

1) Their ability, capacity, interests, tendency, etc.

These differences are either natural or they can be
developed due to the process of socialisation and
specialisation.

2) Their rights and duties, thoughts, ideals, etc.

This shows that the economics of society is based upon the
division of labour consisting of various professions and
economic activities which are not similar.

agj Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html

 In human society or social life,
likenesses as well as differences
interplay in the form of
cooperation and conflict or
agreement and disagreement
without which it is difficult to
understand what society means.

Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html
agj
 5.  INTERDEPENDENCE
• It is not possible for a human being to satisfy all his needs
in isolation. He can by no means stay away from society.
• WHY? He needs society because his nature compels
him to live in it. Society fulfils all the needs of the people.
EXAMPLE:
 The institution of family rests on the biological
interdependence of different genders.
 The well-being of the nation rests on the
interdependence of her citizens to achieve economic
and political stability as well as social safety.
• Not only countries, but also continents have felt the need
for interdependence. Therefore, interdependence is
considered as an essential element of society.
agj Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html
 Source:
http://www.malaysia-trulyasia.com/tourism/the_people.htm

Among other qualities …

• The Malays are known for their good mannerisms.

• The Bajaus are known for their equestrian skills.

• The Chinese are known for their diligence and

keen business sense.

What about the other ethnic groups?

What are their qualities?
.
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 6.  COOPERATION
• C.H. Cooley: Cooperation arises only when men realize
that they have a common interest. They have sufficient
theme, intelligence and self control, to seek this interest
through united action.
• Cooperation involves individuals working together for the
achievement of their individual or collective goals.
• Cooperation is the most elementary process of social life
without which society is impossible.
• People cannot lead a happy and comfortable life without
cooperation. No society can be healthy and prosperous
without cooperation these days.
• Uncooperative societies lead to mutual destructiveness of
groups with opposing interests.
Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html & http://www.sociologyguide.com/basic-concepts/Cooperation.php
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 5 Types of Cooperation
1) Direct Cooperation
Involve activities in which people do similar things
together, play together, worship together, or labour
together in myriad ways.
The essential character is that people do in company, the
things which they can also do separately or in isolation.
They do them together because it brings social
satisfaction.
2) Indirect Cooperation
Involve activities in which people do definitely unlike tasks
toward a single end.
This can be seen in the 'division of labour', whereby
people combine their different tasks or duties for a
common end or mutual benefit/satisfaction.
Source: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html & http://www.sociologyguide.com/basic-concepts/Cooperation.php
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3. Primary Cooperation
It is found in primary groups such as family, neighborhood,
friends and so on. Here, there is an identity end. The rewards
for which everyone works are shared or meant to be shared,
with every other member in the group.

4. Secondary Cooperation
It is the characteristic feature of the modern civilized society
and is found mainly in social groups. It is highly formalized and
specialized. Each performs his/her task, and thus helps others
to perform their tasks, so that he/she can separately enjoy the
fruits of his/her cooperation.

5. Tertiary Cooperation
It may be found between 2 or more political parties, castes,
tribes, religions groups etc. It is often called accommodation.
The two groups may cooperate and work together for
antagonistic goals. Source: http://www.sociologyguide.com/basic-concepts/Cooperation.php

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7.  ORGANIZATION
Every society has its own individual and unique
organization. It is the division of some kind or other
which marks this organization. Society always
requires an organization for its formation.

8.  SOCIAL RELATIONSHIP

Society consists of social relations, customs, laws,
mores, etc.
These social relations are intangible and unseen.
People only feel or realise these relations. Thus,
they do not have any concrete form and therefore
society is abstract.
Sources: http://www.preservearticles.com/201107048763/11-most-essential-elements-of-a-society.html
& www.simplypsychology.org/social-roles.html
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 9) SOCIAL CONTROL
• A society has its own ways and means of controlling the
behavior of its members. Though cooperation exists in
society, competitions, conflicts, tensions, revolts and
suppressions are also there. They appear and re-appear off
and on. They are to be controlled.
• Society has various formal and informal means of social
control.
• The informal means of control are through customs,
traditions, conventions and folkways, mores, norms and so
on.
• The formal means of social control are through law,
legislation, constitution, police, court, army and so on. These
are to regulate the behaviour of the members of the society.
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10.  SOCIETY IS DYNAMIC
Society is not static. It is dynamic. Change is ever
present in society. No society can even remain
constant for any length of time.

Society is like water in a stream or river that for ever

flows. It is always in a flux. Old men die and new one
are born. New associations and institutions and
groups may come into being and old ones may die a
natural death.

Changes may take place in every society slowly and

gradually or suddenly and abruptly.

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11.  HAVING A COMPREHENSIVE CULTURE

Each society is distinct from the other. Every

society is unique because it has own way of life
called culture. Culture refers to the social heritage
of man.

It includes the whole range of our life. It includes

our attitudes, judgments, morals, values, beliefs,
ideas, ideologies and institutions.

Culture is the expression of human nature in our

ways of living and thinking, in behaving and acting
as members of society.
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SOCIAL ROLES
There are many ways that people can influence our
behaviour, but perhaps one of the most important is that the
presence of others seems to set up expectations.
We expect people to behave in certain ways in particular
situations.  Each social situation entails its own particular set
of expectations about the “proper” way to behave. Such
expectations can vary from group to group.
One way in which these expectations become apparent is
when we look at the roles that people play in society.

Social roles are the part people play as members of a

social group. With each social role you adopt, your
behaviour changes to fit the expectations both you and others
have of that role.
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Source: http://www.simplypsychology.org/social-roles.html
In the words of William Shakespeare:

All the worlds a stage,

And all the men and women merely players:
They have their exits, and their entrances;
And one man in his time plays many parts.

These lines capture the essence of social roles. 

Think of how many roles you play in a single day, e.g.
son, daughter, sister, brother, student, worker, friend,
etc. 

Each social role carries expected behaviours called

norms.
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Source: http://www.simplypsychology.org/social-roles.html
SOCIAL NORMS
Social Norms are unwritten rules about how to behave.
They provide us with an expected idea of how to behave in a
particular social group or culture.  For example, we expect
students to arrive for lesson on time and complete their
work.

The idea of norms provides a key to understanding social

influence in general and conformity in particular. Social norms
are the accepted standards of behavior of social groups. 

These groups range from friendship and work groups to

nation states.  Behavior which fulfills these norms is called
conformity, and most of the time roles and norms are powerful
ways of understanding and predicting what people will do.
agj Source: http://www.simplypsychology.org/social-roles.html
There are norms defining appropriate behavior for every
social group.
For example, students, neighbors and patients in a hospital
are all aware of the norms governing behavior. And as the
individual moves from one group to another, their behavior
changes accordingly.

Norms provide order in society. It is difficult to see how

human society could operate without social norms.

Human beings need norms to (1) guide and direct their

behavior, (2) provide order and predictability in social
relationships and (3) make sense of and understand each
other’s actions.

These are some of the reasons why most people, most of the
time, conform to social norms.
agj Source: http://www.simplypsychology.org/social-roles.html
 SOCIAL STRUCTURE
• Social structure is a product of social interaction.
In other words, social interactions determine the
social structure.
• Social structure is the organized set of
social institutions and patterns of institutionalized
relationships that together compose society.

• For example, the institution of family organizes people

into distinct social relationships and roles, including
mother, father, son, daughter, husband, wife, etc.
There is typically a hierarchy to these relationships,
which results in a power differential.
The Concept of Kingship
agj Source: http://sociology.about.com/od/S_Index/g/Social-Structure.htm
The presence of hierarchy and power differentials goes
for religion, education, law, and politics.
Example:
Within the institutions of media, politics, and economy
are organizations and people who hold greater amounts
of power than others to determine what happens within
them, and as such, they hold more power in society.
What these people and their organizations do, act as
structuring forces in the lives of all of us.
The organization and operation of these social
institutions in a given society results in other aspects of
social structure, including socio-economic stratification.
Example: The social structure of the U.S. results in a
sharply stratified society in which certain people control
wealth and power – and they tend to be white and male.
agj http://sociology.about.com/od/S_Index/g/Social-Structure.htm
 EXAMPLE OF SOCIAL STRATIFICATION:
INDIA’S CASTE SYSTEM
The system divides Hindus into rigid hierarchical groups
based on their karma (work) and dharma (the Hindi word for
religion, but here it means duty) is generally accepted to be
more than 3,000 years old.

How did caste come about?

Manusmriti, Book on Hindu law and dating back to at least
1,000 years B.C., "acknowledges and justifies the caste
system as the basis of order and regularity of society".

The caste system divides Hindus into four main categories -

Brahmins, Kshatriyas, Vaishyas and the Shudras.
Many believe that the groups originated from Brahma, the
Hindu God of creation.
Source: http://www.bbc.com/news/world-asia-india-35650616
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 Head:

Arms:

Thighs:

Feet:

OUTSIDE

Outside of this Hindu caste system were the

Dalits or Untouchables or Outcastes.
Source: http://www.bbc.com/news/world-asia-india-35650616
 SOCIAL CLASS

Social class refers to the

status or position of one group
in the social hierarchy that reflects
whether each group is in the
upper class, middle or lower class.

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DEFINITION OF SOCIAL CLASS
• A social class is a group of people of similar status,
commonly sharing comparable levels of power and
wealth. In sociology, social classes describe one form of
social stratification.
• When a society is organized by social classes, as
opposed to by castes, it is theoretically possible for
people to attain a higher status than the status with which
they started. This movement is possible because social
classes are not based on birth but on factors such as
education and professional success.
• For example, someone born into a low-income family can
achieve a higher status through education, talent, and
work, or perhaps through social connections. A society
organized according to social classes, then, allows
for some social mobility.
agj Source: http://www.chegg.com/homework-help/definitions/social-class-49
 Social Class shapes the access that
different groups have to the resources of
society and it shapes many interactions
that people have with each other.

It also guides and shapes human

behaviour at all levels.

Source: http://sociology.about.com/od/Key-Theoretical-Concepts/fl/What-is-Social-Class-and-Why-Does-it-Matter.htm
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Example:
In his book entitled ‘The Malaysian Indians: History, Problems
and Future’, Muzafar Desmond Tate spoke of social division
into four major class groups:
1) The elite, consisting of professionals, high
government officials and senior executives in leading
private firms;
2) An upper, English-educated middle class consisting
mainly of government servants;
3) A lower, vernacular-educated middle class,
comprising merchants, school teachers, journalists,
smallholders, all largely outside government service;
4) Labourers in government  service – the PWD, medical
services, railways, the docks and the municipalities of
large towns – and in private employ, particularly on
estates.’
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 The word “CLASS” refers to
how people are sorted into hierarchies in society or
how people are stratified in society.

Economic Class refers specifically to how one ranks

relative to others in terms of income and wealth.
We are sorted into groups by how much money we have.

These are commonly understood as

lower, middle, and upper class or income group.
This model is derived from Karl Marx’s definition of class.

Source: http://sociology.about.com/od/Key-Theoretical-Concepts/fl/What-is-Social-Class-and-Why-Does-it-Matter.htm
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 Socioeconomic Class, or Socioeconomic
Status (SES), refers to how factors such as
occupation and education,
combine with wealth and income
determine the position of one relative to others in society.

This model is inspired by the theory of Max Weber.

Weber viewed the stratification of society as

a result of the combined influences of
economic class, social status and group power.

Socio-economic class, or SES,

is more complex than economic class.
Source: http://sociology.about.com/od/Key-Theoretical-Concepts/fl/What-is-Social-Class-and-Why-Does-it-Matter.htm
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 SES takes into account the social status
attached to certain professions considered prestigious,
like doctors and professors, for example, and
to educational attainment as measured in degrees.

It also takes into account the

lack of prestige, or even stigma, that may be
associated with other professions,
like blue-collar jobs or the service sector,
and the stigma often associated with
not finishing high school. 

The ways of measuring and ranking these different

factors give rise to a low, middle, or high SES
for a given person.
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Status refers to one's position in a social system.

• Individuals usually have multiple statuses

assigned to them at any given time.

• Status is important sociologically because it

comes with a set of rights, obligations,
behaviours, and duties that people of certain
positions are expected to perform.

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 There are two types of status:
achieved status and ascribed status.
An ACHIEVED STATUS is one that is acquired
on the basis of merit.
It is a position that is earned or chosen and
reflects a person's skills, abilities, and efforts.
Being a professional athlete, for example, is an achieved
status, as is being a lawyer, college professor, or criminal.

An ASCRIBED STATUS is one that is beyond an individual's

control. It is not earned, but rather something people are
either born with or had no control over.

Examples of ascribed status include sex and race.

Children usually have more ascribed statuses than adults
since
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they do not usually have a choice in most matters.
Example:
A family's socioeconomic status would be:
an achieved status for adults, but
an ascribed status for children.

Homelessness is another example.

For adults, homelessness usually comes by way

of achieving, or rather not achieving, something.

For children, however, homelessness is not

something they have any control over.
They become as such by default of their parents'
actions.      
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 Importance of Socio-Cultural Awareness to
Teachers in Malaysia
• The importance of understanding the various
cultures relates to the impact cultural
differences have on children’s education.

• Teachers’ awareness, knowledge and

understanding of socioculture enable the
teachers to increase the relevance of lessons
and quote relevant examples in their lessons.
• Teachers who have a strong understanding of
various cultures will avoid being controversial
and raising culturally sensitive issues in school.
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• Teachers who are aware and understand the
different cultures can also help students
reach or realise their potentials.

• Being aware and understanding the various

cultures also enable teachers to get to
know the students better.

• Teachers who understand the various

cultures are able to develop friendly
relationships among school children
irrespective of their race, religion and culture.

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• Teachers who have awareness, knowledge and
understanding of diverse sociocultures can be
role models to students to promote tolerance
and cooperation.
Students who are aware of and understand
sociocultural diversity are encouraged to know
one another and set aside prejudices.
In so doing, students from diverse
sociocultural groups will be able to be aware
of, understand and accept each other’s
differences and live in harmony.
WHAT IS TOLERANCE?
WHAT IS ACCEPTANCE?
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agj
 Teachers as social agents, play an important
role to build a progressive, prosperous and
united Malaysia.

By inculcating solidarity and cooperation

among students of diverse races, a truly
developed nation can be achieved not only
in the material sense but also in the
spiritual* sense.
* A spiritual home is a place where you are
happiest, esp. a country where you feel you
belong to because you share the ideas and
attitudes of the people who live there.
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Therefore, having awareness and
understanding of the different
sociocultures among teachers is the
right formula to foster racial unity,
maintain national integration, and
inculcate the spirit of togetherness and
mutual understanding among students
of various cultures.

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 TUTORIAL QUESTION
Elaborate on the importance for teachers to have socio-
cultural awareness in Malaysia. (20 marks)
Introduction
Malaysia consists of several ethnic groups such as the Malays,
Chinese, Indians, Kadazandusuns, Ibans, Bajaus, Bidayuhs, Orang
Asli, and others. Each ethnic group has its own culture which give
rise to different types of customs, beliefs, religions and values
among the people. It is important for teachers to have
sociocultural awareness in Malaysia because of a number of
reasons.
Malaysia is a multiracial country. Each ethnic group has its own
culture and there are different types of traditions, customs,
beliefs, religions and values among the people. It is important
for teachers to have sociocultural awareness in Malaysia because
of the impact cultural differences have on children’s education.
Malaysia is a multiracial and multicultural country. It is important
√ for teachers to have sociocultural awareness in Malaysia because
of the impact cultural differences have on children’s education.
1) The importance of understanding the various cultures relates to the impact cultural
differences have on children’s education.
2) Teachers’ awareness, knowledge and understanding of socioculture enable the
teachers to increase the relevance of lessons and quote relevant examples in their
lessons.
3) Teachers who have a strong understanding of various cultures will avoid being
controversial and raising culturally sensitive issues.
4) Being aware and understanding the various cultures enable teachers to get
to know the students better.
5) Teachers who are aware and understand the different cultures can help students
reach and realise their potentials.
6) Teachers who understand the various cultures are able to develop friendly
relationships among school children irrespective of their race, religion and culture.
This provides a joyful, meaningful and fulfilling learning environment for students.
7) Teachers who have awareness, knowledge and understanding of diverse
sociocultures can be role models to students to promote tolerance and cooperation.
Students who are aware of and understand sociocultural diversity are encouraged to
know one another and set aside prejudices. In so doing, students from diverse
sociocultural groups will be able to be aware of, understand and accept each other’s
differences and live in harmony.
8) Teachers as social agents, play an important role to build a progressive, prosperous
and united Malaysia. By inculcating solidarity and cooperation among students of
diverse races, a truly developed nation can be achieved not only in the material
sense but also in the spiritual* sense.
Firstly, teachers who have sociocultural awareness can
help students to realise their full potentials.
For example, ethnic groups in Sabah and Sarawak have
certain aesthetic talents in music, arts and crafts.
Teachers who have an awareness and understanding of
this can motivate and guide the students to enhance
their talents by providing them with appropriate resource
materials and encouraging them to join competitions to
further strengthen their creativity in this artistic field.
Creativity that is fostered in school would benefit the
students and our country in the long run as they would
be motivated to be future innovators. For example,
creativity in craftwork at school may lead students to
move on to produce unique digital 3D artwork in this 21st
century that can easily be marketed online globally and
bring in more revenue for Malaysia.
 Elaborate on the importance for teachers to have socio-cultural awareness
in Malaysia. (20
marks)
Malaysia is a multiracial and multicultural country. It is important for
teachers to have sociocultural awareness in Malaysia because of the
impact cultural differences have on children’s education.
Firstly, teachers who have sociocultural awareness can help students to
realise their full potentials.
For example, ethnic groups in Sabah and Sarawak have certain aesthetic
talents in music, arts and crafts. Teachers who have an awareness and
understanding of this can motivate and guide the students to enhance their
talents by providing them with appropriate resource materials and
encouraging them to join competitions to further strengthen their creativity
in this artistic field.
Creativity that is fostered in school would benefit the students and our
country in the long run as they would be motivated to be future innovators.
For example, creativity in craftwork at school may lead students to move on
to produce unique digital 3D artwork that can easily be marketed globally
and bring in more revenue for Malaysia.
Secondly, teachers who have sociocultural awareness ………
Thirdly, teachers who have sociocultural awareness ……...
Finally / Fourthly, teachers who have sociocultural awareness ………
Conclusion
 Examples of Conclusion
The four reasons above show the importance for
teachers to have sociocultural awareness in
Malaysia as it gives a positive impact to the nation.

In conclusion, it is important for teachers to have

sociocultural awareness in Malaysia as it gives a
positive impact to the nation as shown by the four
reasons above.
 Other Points
 Teachers’ awareness, knowledge and understanding of
socioculture enable the teachers to increase the
relevance of lessons and quote relevant examples.

 Get to know students better, build good rapport with

students to create a positive learning environment

 Set aside prejudice and avoid cultural sensitivity

 Plan activities that help students to internalise unity in

diversity

 Foster national integration among students in school

by inculcating the spirit of cooperation and solidarity.
 
 TUTORIAL QUESTION
The way of life in any society is called culture.
It includes belief systems, language, customs, art,
tradition and civilization. It can be transmitted through
learning and shapes the behaviour and beliefs of a society.
Describe one characteristic of culture. (5 marks)

One characteristic of culture is that it can be shared.

It means that there are certain elements in a culture that
is not confined to any one ethnic group but is also
practised by other ethnic groups.
For example, clothing can be shared among different
ethnic groups such as the “baju kurung”. Although it
originated from the Malay culture, it is also worn by the
Orang Asli, Chinese, Indians, Kadazandusuns, Ibans and
others.
 Other points concerning characteristic of culture:

 Culture can be learned.

 Culture has universal features that exist in all
human groups.
 Culture is something that is dynamic over time,
context, and place.
 Culture can be passed down from one generation
to another.
 Each culture has its own symbolic elements.
 The existence of worldview in each culture.