Keynote

International Seminar on Language, Education and Culture (ISOLEC 2017)

Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

ARTS EDUCATION AND GLOBALIZATION IN MALAYSIA:

IMPLICATION, CHALLENGES AND STRATEGIES

Badrul Isa
[email protected]
Faculty of Education
Universiti Teknologi MARA (UiTM)
MALAYSIA

Abstract
World without borders is one of the many outcomes of globalization. The world is shrinking
as technology allows us to reach to anyone in any parts of the world quickly and effectively.
The effects of globalization have long been the topic of discussions in various settings, its
pros and cons have been examined and solutions for betterment have been proposed.
Among other, globalizations have directly and indirectly affected the uniqueness of
language, literature, arts and education. This article discusses globalization in relation to
three main perspectives: first, the challenges of globalization on arts education; second, the
effects of globalization on arts education; and third, strategies to strengthen arts education
and measures that can be undertaken.

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 Keynote
International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

INTRODUCTION
Given the opportunity to explore globalisation and how it relates to education, I feel it
is equally important to address the significance of globalisation on the education of arts and
culture as well as the analysis of its impacts on these two aspects. Globalization has
presented educators at all levels of educational institutions with a challenge in the way body
of knowledge is transferred to the new kind of emerging audience. Nevertheless, it is also a
high time for the educators to rethink their values and philosophy in teaching be it in the
lecture halls, studios or in art lessons.
Globalization has been a topic of great debate since the turn of millennium (Bakar,
2002; Suárez-Orozco & Qin-Hilliard, 2004).Initially examined in relation to economic
revolution, the main discussion of globalization focused on commercialization and profit
generation. In addition, western values such as consumerism, materialism and
individualism have seeped onto the society mainly due to the effects of this globalisation.
Overtime, globalisation also affects the education, arts, culture and politics. The discussion
in literature concerning globalisation in education is outweighted by the massive impacts it
has on the economy, thus illustrating the minimal influence of globalization in education.
Malaysia’s political, economical and social landscapes have been reshaped for the
past 60 years, first marked by the Independence status gained in 1957. Sovereignity of a
country with multiple races and ethnic groups has placed Malaysia in a unique administrative
position as the policies and the political direction undertaken have to align with the various
arts and cultural differences, languages spoken, and the various needs for education.
The education policies for example were established with objectives encompassing
the needs and suitability of the various ethics in the country (Abdullah, 2010; Isa, 2006,
2008; Mior Jamaluddin, 2011). Hence, the success of these policies were predominantly
dependent on the many roles performed by the government agencies and the non-
governmental organizations. Tolerance and understanding, in particular, are crucial in
ensuring that the effects of globalisation remain positive and can be curbed (Berggren &
Nilsson, 2015; Bryan & Vavrus, 2005). The following discussion attempts to identify the
approaches employed in facing globalization with a particular focus given to the visual arts
education in Malaysia.

GLOBALIZATION: DEFINITIONS AND CONCEPT

What exactly is globalization? In what manner globalization is capable of changing
the way people approach their lives? Many of the definitions of globalization are perceived
through western values. McGrew (1990), for example, viewed globalization as a network of
interactions and relationships between countries in which a particular event, activity or a
decision made by a country bring about significant changes to other countries. Globalization

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 Keynote
International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

is often associated with Borderless World, Global Village and Open Sky Policy. The
emergence of “INTERNATIONALISATION” and “UNIVERSALIZATION” within the wave of
globalization, has globalized all countries in the world into a single unit. Physical distance if
no longer viewed as a challenge, and communication to any other parts of the world can be
achieved miraculously at a much quicker speed, with lesser cost and can be carried out
more efficiently.
Scholte (2005), on the other hand, viewed globalization as having a strong
relationship with the values and the vision of a particular society. His definition can be
observed from four perpectives.
Firstly, globalization is a westernization process whereby the western values and
influences are gradually accommodated into the culture, language, arts, culture, lifestyle and
technology of a particular society.
Secondly, globalization as a form of economic liberalization in freeing up a
particular economic community from laws and challenges which restrict productivity and
business growth. In other words, globalization leads to an open market and free trade based
on the macro-economic frame.
Thirdly, globalization as an internalization process which makes up of networks and
interactions between the international communities. These networks of collaboration exist in
the form of information exchange, finances, trades, investments and migrations.
Finally fourthly, globalization as a force of universalization in which ideas and
products are well accepted by the international communities. These globalisation and
universalization processes are visible through connections between any products and
services to the world market, such as the Kentucky Fried Chicken (KFC) and McDonald’s
which have successfully entered the global chains and are well accepted by many countries
in the world.
The Islamic perspective of globalization provides a contrastive view than of the
western counterparts. Ayuba (2013), Bakar (2015) and Ibrahim (2017) emphasized the
concept as has been long in existence, however, refuted the western perspective in seizing
globalization as a golden opportunity of profit making and pressuring weaker and poorer
countries in the process. The Islamic point of view rejects domination and manipulation by a
particular group, however, sees the concept as similar to brotherhood and unity of ummah.
Ibrahim (2017) stated:
Islam relates to the fact that mankind has been created into many different
races scattered all around the globe. From the verse, it can be argued that
Islam encourages people of different races and nationalities to interact with
one another. In the past, interaction have been limited and slow, but with the
information revolution, this process has been sped up at a great pace. (p.
44)

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

GLOBALIZATION IN ARTS, CULTURE AND EDUCATION

Culture is commonly seen as a representation of lifestyle’s development, unique to
a particular group of people and being past down from one generation to another. Culture
build up consists of many entertwined complicated aspects of life and these include
religious, politics, customs, language, tools, clothes, architecture and artworks. Art
globalization refers to the dissemination of ideas, meaning and values to other parts of the
world in a specific manner which widens and strengthens social relationships. This process
is achieved through shared culture assisted by internet communications, experiences and
interaction with other communities (Buang, 2017).
There are two effects of external influences brought about by the cultural
globalization. First, it strengthens economic domination of the developed countries on the
developing countries. The second effect is the introduction of ideology and western ideas as
a better way of life. Hence, globalization poses a threat to the existing moral values and way
of life that are strongly embedded by the religion and culture of a particular society (Bakar,
2015; Ibrahim, 2017; Wan Yusoff, 2005).
Arts and cultural educators have to be critical in examining the effects of globalization
on education (Rothenberg, 2003). He urged that educators need to be analytical in
accommodating the globalization influences into the existing arts and cultural content.The
influences of “UNIVERSALISM” should be portrayed as a contrastive content from the
current arts and cultural practice and not as part of the latter. He added that educators
should view globalization positively particularly on aspects related to creativity in cultivating
interests and engagement of the younger generation towards arts. He stressed the
importance for educators to be open to globalization in creating new art form as a results of
the integration of two different cultures.
Globalization has also shaped the education sector to be more competitive as a
result of standards and measurement used by developed countries (Burbules & Torres,
2000) . This has compelled the developing countries to find alternative forms in meeting the
set standards, and continuous efforts are in place in positioning the education system at par
with other countries and in attracting global audience. Trends in Mathematics and Science
Study (TIMSS) and Programme for International Student Assessment (PISA) are two
examples of measurement endeavours in benchmarking a country’s education standards
against the standards of world’s education. Malaysia, for example, has participated in
TIMMS and PISA and the data derived from these assessments are used for continuous
improvements (Ismail, 2015; Kementerian Pendidikan Malaysia, 2013).
The element of competitiveness is one of the many advantages of globalization in
education (Suárez-Orozco & Qin-Hilliard, 2004). Globalization has, directly and indirectly,

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

changed the focus of education system to be more attractive and dynamic. Curriculum at
tertiary level are revised to better appeal to the international market. University rankings at
Asian and international levels ensure that tertiary education in Malaysia are represented by
teaching and learning personnels, facilities and vision that are at par with the international
standards.
In relation to education, the education system in Malaysia has come a long way
(Kementerian Pendidikan Malaysia, 2013). Beginning with the pondok education system to
modern schools, the development of education in the country has gone through various
phases. The first systematic education was offered through the pondok schools with Islamic
curriculum aimed at widening the influence of Islam to the neighbouring countries.
The art-oriented activities in the pondok schools were limited to Islamic calligraphy.
Even though there is a lack of documentation with regard to the teaching and learning
activities of visual arts in these schools, it can be said that art-based activities are
synonymous to the lives of the Malay communities. This is evidenced through various craft-
based products produced such as the mengkuang-weaved baskets and mats, batik making
as well as fine carpentry skills such as wood carvings. Informal education in the form of
traditional skills passed down from one generation to another such as farming and wood
carving skills for boys and activities such as weaving baskets and mats for girls stressed on
values that are culturally strong such as respect to the elders, being corteous and character
development (Isa, 2011).
The introduction of art education by the British in 1816 through its Penang Free
School is significant to the history of art education in Malaysia for a number of reasons. Not
only that it represented British’s first move in spreading European influence in Malaya, it was
also the first official attempt by the British in introducing external influence onto the art
education in Malaysia. Through the secular education system that was claimed to be better
and more systematic, the Malays were introduced to the European lifestyle and they were
made to believe that this lifestyle was more appropriate, acceptable and timely (Wan Yusoff,
2005). The oppositions by many Malay groups against the British education system was the
turning point in the modernisation of education in Malaysia. The British education system
placed great emphasis on the western-based art visual, with no elements of local craft
introduced in the then education system (Hashim, 1989; Isa, 2011).

THE EFFECTS OF GLOBALIZATION ON ARTS EDUCATION IN MALAYSIA

Not all effects of globalization are positive. Globalization can be detrimental to the
survival of traditional norms within a modern culture (Kim, Valiavicharska, & Elkins, 2010;
Othman, Hamid, & Balwi, 2009). Hence it is imperative that measures and steps to curb the
negative effects of globalization are put in place. The discussion in this section focuses on

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

the effects of globalization, both negative and positive, on education generally, and on the
arts education specifically.

Multicultural Art: The Product of Globalization in Malaysia

The process of internationalisation in Malaysia is originated from the trade and
business activities carried out by traders during the glory days of the Malacca Sultanate’s
period. Groups of Chinese descendents came and settled down in both Malacca and
Penang, and their assimilation with the existing community led to the emergence of a
culture, lifestyle, custom and practice which integrate both the Chinese and Malay elements.
Lee (2008) explained that the similarities between both cultures was one of the factors which
ensured the success of this assimilation particularly in relation to the dishes and food,
clothing, language and customs. He added that this is a clear example of how a foreign
community was able to accommodate their own culture and heritage with the culture and
heritage of the Malays in Malaya. The effects of the internationalisation are visible through
various forms of modern artworks which depict diverse multiculture as the main theme. They
demonstrate the multiculturalism and the unique relationships between the many races and
ethnicities in Malaysia.

Change of Focus in the Visual Arts Education in Malaysia

Globalization has affected the Visual Arts Education curriculum in Malaysia and
brought about positive changes in the manner in which this curriculum meets the needs and
requirements of the industry. A comprehensive revision of curriculum which began at the
primary level, secondary level and then the higher education institutions carried oud
evidence the nature of the impact of globalization on the Malaysia’s curriculum. The
challenge to the education in the wake of this globalization, according to Azizan and Sahib
(2009), is to offer a curriculum which aligns with the advent in computer and technology. It is
important for the curriculum to be dynamic and flexible in order to meet the fast-paced
development of technology with new applications, tools and software being introduced
almost every second. Hence, it is not surprising that potential employers in the creative
industry value workforce who are technology literate.
Recognizing the gap between the skills expected by the potential employers and the
existing skills acquired by the candidates in the work market, the number of tertiary
institutions which offer art-based web courses and technology enhancement related courses
is booming rapidly. Limkokwing University, a Malaysiwn owned private university, for
example, addresses this gap through the provision of art related courses with technology
spin such as multimedia, new media and performing arts and the learning experience is
offered in a number of other countries. The success of Limkokwing University was

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

acknowledged by the President of Sierra Leone, Dr. Ernest Bai Koroma, who indicated the
huge impact of the university on the socioeconomic community in Malaysia particularly in the
creative industry. He stressed the importance for a product to comply with a number of
standards as a precursor of acceptance by the international community.

Globalization Widens Marketing Opportunity of Malaysia’s Film Industry

Films and movies are effective mediums in instilling values to the society through
conveyed messages and moral values. With large number of audience from varied
backgrounds, films and movies are powerful tools in promoting local values.
Globalization provides Malaysia’s film industry with access to larger number of
audience. In playing this effectively, movie makers should take this opportunity in producing
high quality products with plots that can be received well by world audience. The relevant
parties may also work towards positioning Malaysia as a destination for film makers and this
would, directly and indirectly, prosper the tourism industry. Malaysia is often chosen by
Indian producers as a location for their films. A competitive industry, the entertainment
industry in India affectionately known as Bollywood, stands at more than one thousand
movies and films of various genres each year and these exceed the productions by
Hollywood, Japan and China collectively. Locally, a private network channel known as Astro
satellite television performs the role of a middleman between the local industry and the
global media.
Globalization has also affected the music industry with new genres emerged out of
the integration of the western and the Malaysian rhythms. Rap, for example, represented
pop culture at one point of time and is recognized in many varieties such as the Arab rap,
Indian rap, Japanese rap, Chinese rap, etc. K-pop’s music was also a craze among the
young listeners in the country. The access to these types of music is made possible with
globalization, the access to Internet and satellite televisions. The influence of foreign melody
into the Malaysian songs needs to be actively monitored to ensure that local songs still retain
its originality.

Globalization Widens the Markets for Creative Industry and Increases Sales
Increased access leads to increased sales. This is true in the case of creative
industry. Global access to Malaysia’s film and music industries does not only widen the fan
bases of local artists, it also strengthens the industries and improve sales. The analysis of
current global economic development shows that creative industry is one of the significant
contributors for economic growth especially in the developed countries. The government of
Malaysia has recognized the importance of this industry in income generation, hence,

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

various incentives and encouragements are provided to the creative entrepreneurs to push
them towards the international market.
Putting income and profits aside, values and positive attitudes in showcasing local
culture are equally important. Creative industry in the Malaysian context is framed by a
mould that is slightly different than its oversea counterparts. Creativity is perceived as an
outcome of an individual or group talent based on creativity, innovation and technology
which is expected to impact positively on economy with emphasis on ethics, artworks and
copyright in line with the diverse local values and cultures.
Malaysian-based animation products are also receiving higher number of audience
having reached South East Asian markets particularly in the neighbouring countries
Singapore, Indonesia and Brunei. What is unique about most local animation productions is
that the plots and characters centre around Malaysian values and showcase the cultures,
customs and way of life. The Kampung Boy and Upin Ipin are two local productions that are
consistent in quality and with increasing number of audience.

Enhancement of Aesthetic through Technology

Globalization directly assists teachers and students to experience teaching and
learning through the platform of technology. In the pasts, teachers had to organize school
excursions to museums, galleries and other art institutions to engage students aesthetically.
These days, however, students can obtain similar experience by browsing web pages which
portray artworks.The virtual experience enables students and teachers to engage with
artworks showcased millions and miles away, and this is something that cannot be replicated
by the traditional mode of teaching.
The information technology presents students with the opportunity to learn about arts
and cultures of people around the world (Tokkulovna, 2013). The understanding of culture
and arts of a particular ethnicity is one of the objectives of visual arts education in instilling
shared values between the different people of a particular culture (Chalmers, 1996; Millman,
2010).

Online Teaching and Learning Material

The internet use is widespread, utilised to suit many purposes and functions.
Internet has connected people regardless of their geographical locations and has also made
the world feels much smaller. The world-wide webs store unimaginable amount of data
accessible to internet users and it provides valuable information which assists the users
either professionally or personally.
The internet can potentially assist teachers in a number of ways. Teachers may use
the internet as a platform in carrying out lesson, and this diversifies teachers’ teaching

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

methods out of the mundane four walls of the classroom. Teacher can also carry out their
assessment online or use the internet as a platform in doing the assignments. A common
arts education’s assessment, portfolio, can be compiled by students digitally, hence it varies
the way students approach their assessment tasks. Teachers can also easily down materials
appropriate to their lessons. There are also plenty of blogs and web pages online providing
ideas and the know-how of how to teach specific arts education topics (Warren, 2005).

Information Exchange and Sharing of Artworks

Globalization has also compelled teachers to find most updated content and
methodology which better suits their learners. Video recordings and short clips, for example,
enhance teachers’ demonstration in carrying out art-based activities and improve students’
understanding as their teachers are not the only reference.
The internet also encourages students to indulge in self initiated learning. It provides
abundance of resources and references which students can use in gathering deeper
understanding of the similarities and differences of the culture, arts and language of in the
society. As everything is a click away, students may also access images of artworks that are
located miles away. A number of museums and galleries have taken a step further to
showcase their collections online in three dimension. This provides the online visitors with
the opportunity to scrutinize the artworks.
Globalization prospers research and development agenda and tightens academic
collaboration between universities. In carrying out research, research members from various
parts of the world can establish a form of interaction without having to physically meet.

Foreign Influence on Students’ Work

Another effect of globalization is the influence of the different styles and techniques in
art production from other countries into the students’ work. The ease of obtaining
information would allow students to familiarize with media, styles and techniques by artists in
other countries and apply these in their own artworks. Having the knowledge of the different
way of approaching a particular artwork would enable students to explore and find the best
technique and style which suit them.

STRATEGIES IN MONITORING GLOBALIZATION AND ITS EFFECTS

Though generally globalization is regarded as positive particularly in relation to the
economic growth and income generation, there is always a risk that uncontained
globalization may lead to the loss of Malaysian identity. The government has, in the past and
in the future, set up measures in monitoring globalization and in preserving the Malaysian
values.

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

National Culture Policy 1971

The National Culture Policy was established in 1971 as a progressive effort by the
government and the non-government organizations in ensuring strong culture adherence by
the Malaysian public. Formed and implemented after the dark tragedy of 13 May 1969, the
policy aimed to diminish elements that would spark similar tragedy in the future. The Divide
and rule tactics employed by the British had led to racial disintegration between the major
races in Malaysia, especially between the Malays and the Chinese causing a series of fatal
riot between the two races (Isa, 2008).
The National Culture Policy was formed with considerations givern to factors such as
citizen needs and the history of the country. This policy served as the foundation in building
citizens with high level of tolerance and deep understanding of each other. It was first
introduced during the officiation of the First Culture Congress in 1971 by the second Prime
Minister, Tun Abdul Razak Hussein. Tun Abdul Razak stressed the need for every race and
ethnic to practice their own beliefs, culture and customs; hence toleration between each race
and ethnic was of paramount importance .
The policy serves as a framework for all cultural and arts related activities in the
country, and as a significant document in cultivating togetherness despite the huge
differences between the different races. The arts activists also refer to the policy in line of
their work.

Sedition Act 1948 (Akta Hasutan 1948)

Malaysia practices an open policy in ensuring freedom of voice as a crucial element
of its parliamentary democratic system. The freedom of voice and information exchange
have always been treated delicately to avoid any subversive elements or conflicts that would
lead to racial clashes, disruption of peace and justice. Hence, in this globalization era it is
critical for any government to ensure freedom and safety of its citizens (Daud, 2004).
Policies which focus on the wellbeing, safety and the protection of rights of the members of
society should be a priority and one of the examples on the seriousness and commitment of
the Malaysian government in handling this matter is through its Sedition Act 1948. All
activities in relation to human rights and the rights of speech are monitored through this act.
The abolishment of the Print Machine Act and Publication 1984 is an example of the
government’s seriousness in ensuring that every citizen has the right to speech and medium
for them to express their speech. The act was established to allow all related agencies to
carry out their reporting duties responsibly with no elements which could affect public
wellbeing, safety and pose threats to the national security. Many of the monitoring acts
implemented were established by the British as a means of blocking the influence and

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

oppositions by the communist party and other subversive elements, to ensure the colony’s
continuous existence in the country.

Malay Language as the National Language Policy

One of the efforts undertaken to unite the various races and ethnic groups in
Malaysia was through the selection of a language as a national language. Bahasa Melayu,
the language used by the Malays in Malaysia, was selected as the national language and
one of the supporting factors for the decision is the fact that it is spoken by the Malays which
represent the largest race in Malaysia. Changed to Bahasa Malaysia so that it could be
easily identified by people of other races and ethic groups, the use of Bahasa Malaysia as
the national language is stated in Article 152 of the Constitution.The use of Bahasa Malaysia
as the national language in all official and unofficial media and functions does not place a
restriction to the people of other races and ethic groups in using their own mother tongue.
Unlike melting pot countries which tend to dilute all identities into a single known identity,
Malaysia as a multicultural country respects the uniqueness and differences of the various
races and ethnicity. These differences are cherished and they make up the unique
landscape of the country which strengths lie in its multiculturality.
As Malaysia develops economically, the need to recognize English as an important
language for development is becoming more prominent. The process of globalization has
increased the significance of English as a language of communication with people of other
countries and a language of reference in printed texts. Therefore, university graduates who
entered the employment market are expected to be articulate in the language. Similarly,
English which was only one of the subjects learned in the previous school curriculum was
upgraded as the main medium of interaction in the learning of mathematics and science.
The use of English in mathematics and science subjects, however, was shortlived as
teachers and students struggled with the language shift causing detrimental effects in the
teaching and learning process (Heng & Tan, 2006; Ong & Tan, 2008; Yassin, Marsh, Tek, &
Ying, 2009) .
Aware with the increased roles of English language in the workforce and in education
and realizing the importance in upholding the status and use of Bahasa Melayu, the
Upholding the Malay Language and Strengthening the English Language Policy was
introduced in 2012. This policy is implemented as a reform in education sector to strive
towards ensuring Bahasa Melayu remains as the main language used in the country and as
a language which represents the national identity of each Malaysian citizen. Proficiency and
mastery of English language is equally important as part of the agenda in moving forward
into the status of a developed country.

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International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

CONCLUSION
The article presents the challenges of globalization on education, with specific focus
given to the visual arts education. Globalization has become synonymous to the economic
and political growth as well as in defining the lifestyle of many individuals in many parts of
the world. The challenge is in ensuring that the younger generations, who one day will
become the leaders of nation, are equipped with strong and critical minds in ensuring that
positive effects will continue to work towards the country’s betterment and the negative
influences are effectively monitored. The craze towards technology and advancement in
communication should be filtered with a mindset which able to discriminate and value one’s
own cultural heritage.

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Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

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 Keynote
International Seminar on Language, Education and Culture (ISOLEC 2017)
Universitas Negeri Malang (UM), Indonesia
25-26 October 2017

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