EDUP3073 CULTURE AND LEARNING

TOPIC 4:
ROLES AND IMPLICATIONS OF
SOCIO-CULTURAL
DIVERSITY TO THE
EDUCATION SYSTEM IN
MALAYSIA
Abdul Ghaffar bin Jaafar
Science & Mathematics Department
Institut Pendidikan Guru
Kuala Lipis Campus
Kementerian Pendidikan Malaysia
Kuala Lipis
January 2023
 From the Poem – Student 2 taught in the 1990s
responded via WhatsApp from Malaysia in 2015:
Gosh! 20 years ago ...
All I can remember is how I felt.
You managed to make a dreary subject interesting,
brought it to life and made me curious to find out more beyond
what was taught in the classroom.

You told us stories, jokes, anecdotes

and had quizzes and games
like crossword puzzles to challenge us
to find out more in the non-google age.

For me, you truly cared for us

and are totally dedicated to your job.
You inspired me to want to do better.
agj
 From the Poem – Student 3 taught in the 1990s
responded via WhatsApp from Malaysia in 2015:

To be honest, I don’t remember now

what I’ve learnt back then.
However, you were the only teacher
who was able to inspire me to actually study History.

Even throughout From 3, I never liked History

but I would study it to get those marks.
And I think I was also driven to do well because I liked you
(students study harder when they like the subject teacher!)

I like you because you may have been strict

but you were also fair.
You never punished us for something unreasonable
and you rewarded us when we did well.
agj
 Continuation
I was bitterly disappointed when I found out you weren’t going to teach us
History in SPM, more so when you left shortly after!
… I find that students generally need law and rules. Good students (good in
sense of character, not marks) prefer the law and rules because they know
what their limits are, and they know that they will be treated fairly.

No one likes someone else getting an upper edge because

of prejudice and bias.
I think every teacher has their favourite students,
but the difficulty is in NOT showing your favouritism.
I have disliked teachers whom EVERYONE else likes simply because of the
obvious show of favouritism – even when I’m on the receiving end.

Your strictness made it clear you were no pushover and that made us respect
you.
It was visible that you wanted us to learn and to do well, and that’s what
students want in a teacher.
Someone who wishes to impart knowledge and to see us achieve. 
agj
 Feedback from
Three Students (Jan 2012 Intake)
that the Poem was Dedicated to.

agj
 The poem was impactful and enlightening
through the sincerity of heartfelt
expressions of feelings.

It reminded me of my passion to be a
teacher, five years back, which was slowly
extinguished due to burnout from the
reforms in teacher training.

This poem reminded me of why I wanted to

be a teacher since I was ten. To make a
change in the lives of pupils by imparting
knowledge and values as the author did.

Female Student
agj
 I felt very touched reading the poem.
Personally, I felt much appreciated by my
very own lecturer.

Despite knowing the fact how strict she

could be in her teaching, but I could just
melt and uttered tears for the way she has
portrayed herself to us. …

You have done a great job by expressing

your love and care through this poem
itself. It means a lot as a lot of values
were embedded in the phrases.

agj
Male Student
 (WhatsApp conversation on 28 November 2015)
Ex-Student: Thank you ma'am, without ur patience in teaching
us, i would not be able to be at the first class.
Dr Chin: I was only your tutor in Sem 8. You have been
consistently giving your best since Sem 1. I did not
contribute much to your success, actually. …
Ex- Student: Ma'am, don’t say like that, you inspire me a lot. I
learnt to be sincere in everything i do, and your
success in life gives me inspiration to strive for
the best in everything i do. Your great
testimonials with God also strengthened my
faith in Him. You taught me a lot although it
was just a short time 😄
Dr Chin: Hmmm ... Think i contributed to you via the
hidden curriculum 😄
Ex-Student: Hahaha yes exactly ma'am 😄
agj
 (WhatsApp conversation on 2 February 2016)
Dr Chin: Hope you don't mind if i ask in terms of hidden curriculum, what did
you gather from my teaching??

Ex-Student: Yes of course, ma'am. For example, the way

you treated us to be disciplined, the time management; you
were always very keen about punctuality. You inspired us to
be better teachers.
The most important one is the way you mingled with us. For
me, you are a very approachable teacher.
Dr Chin: But i thought your class mentioned i was strict.
What did i do to give the impression i was very
approachable??
Ex-Student: Remember you always shared your experiences
about the Orang Asli students. I realized you're a good
teacher who treats all your students equally. For me, you're
the best teacher. agj
 CONCLUSION
 Thus, hidden curriculum is, by nature, “hidden,”
which means that many of its lessons and messages
are difficult to perceive or acknowledge.
 It is said to be “hidden” because teachers or schools
impart values which are not written in any of the
syllabus or curriculum guide document but it is
imparted in a subtle manner.
 In fact, hidden curriculum is taught indirectly when
teachers teach the planned curriculum. Elements
and moral values ​acquired through extra-curricular
activities are also regarded as hidden curriculum.
 The hidden curriculum will indirectly help to achieve
the overall potential in pupils as stated in the
National Philosophy of Education. agj