‘Unity takes effort’
LOCAL higher education institutions are actively fostering cultural diversity and exposure among students through cultural festivals, workshops and seminars to facilitate cross-cultural understanding, says National Association of Private Educational Institutions (Napei) secretary-general Dr Teh Choon Jin.
Efforts are also being made to integrate multicultural perspectives into course materials to create an inclusive learning environment that encourages dialogue and appreciation for diverse cultures, he added.
Varsities, said Sunway University Student Life director Lee Siok Ping, should provide opportunities for cross-cultural engagement, both from an academic perspective and outside of the classroom, to bridge the cultural gap between students with different nationalities.
“Experiences such as cultural exchange programmes and international student exchanges allow students to immerse themselves in different cultural environments, fostering cultural competence and a brighter global perspective,” she offered.
Language, said Taylor’s University Indian Cultural Society (TICS) president Ramya Narendran, is a fundamental aspect of culture; however, there are also customs, traditions, social norms and historical contexts that need to be appreciated.
“Engaging with a community’s culture is essential for promoting inclusivity, fostering mutual respect and building stronger cross-border connections,” she said, adding that the society provides an avenue for students to show respect for the traditions and values held by the various subcultures of the various Indian communities.
“We also co-host events with other student organisations to celebrate cross-cultural interactions and raise awareness of how we can engage with one another despite our varying perspectives,” Ramya added.
Sunway University Chinese Cultural Society (SUCCS) secretary Ng Li Yuan said a common debate within the Chinese community is whether to send a child to a vernacular school.
In terms of language proficiency, students from a Chinese medium school would be more fluent but their peers who are sent to other types of schools would inevitably have a different mindset and thinking process as a result of the varapproaches ious educational and communication styles.
“For instance, students from international schools may have been exposed to more diverse teach- ing methods and collaborative learning environments, whereas those from traditional Chinese educational systems put more emphasis on rote memorisation and standardised tests,” she said, pointing out that it is only at university that students from the different systems are required to overcome any barriers and work together.
It is the same for students of other races and cultures, each with their own distinct learning styles, approaches to teamwork and adaptability in diverse settings.
“By being open-minded, respectful and willing to learn about the customs, etiquette and social norms of various cultures, we learn what makes each other different so that we are able to overcome the differences in the way we study and work,” she said.
It’s a challenge
Fostering cultural integration within universities comes with its share of difficulties, said Malaysian Association of Private Colleges and Universities (Mapcu) president Datuk Parmjit Singh.
It is a fallacy, he added, to assume wholesome integration between cultures happens automatically and naturally.
“There needs to be clear strategies to remove any form of thinking among the community that promotes cultural stereotypes and biases towards other cultures.”
To diffuse this bias, he highlighted the importance of continuous training, acculturation and education placed on both staff and students.
“At the end of the day, there must be a strong will to isolate any element within the community – however small – that is persistently resistant to change.”
Sharing this sentiment, Lee added that there will inevitably be resistance to changes aimed at fostering cultural unity, especially from individuals who are comfortable with the status quo and strongly hold on to traditional beliefs and practices.
“Implicit biases and stereotypes can create barriers towards understanding and collaboration among individuals from different cultural backgrounds.
“It is in our human nature to go along with what we think is the norm, or to do what we are used to – we are naturally drawn to people of our kind as it gives us a sense of safety and security.”
Parmjit said there needs to be very clear elements within the university that deliberately seek to ensure the entire community embraces diversity and fosters a strong, enduring multicultural learning experience.
Academic staff play a critical role in ensuring that this happens on campus.
An example, Parmjit said, is when academic staff encourage the class to form assignment groups with students from multiple cultural backgrounds.
This, he said, allows them to learn the problems of dealing with people from different cultures and how to resolve such problems.
“University leadership should push for diversity within the student body, encourage everyone to speak up and share their unique cultural identities and showcase these practices with the rest of the community.
“Through this process, both international and local students are able to develop strong personal identities, self-awareness and open-mindedness while gaining the confidence in communicating and working with those different from them,” he explained.
Lee, however, believes that the first step to fostering cultural unity begins with a vision: to see diversity and inclusivity embraced at every step of the way.
“When an institution has a clear vision of what it aspires to be, students and academic staff will go along with it.
“Addressing this resistance requires effective communication, stakeholder engagement and leadership commitment to promote and push the value of cultural diversity and unity.”
Challenges that arise through language barriers which can impede communication and integration can be overcome through language proficiency programmes and dedicated support services, said Teh.
Addressing stereotypes and prejudices demands ongoing efforts in diversity training, intercultural dialogue and promoting inclusivity among campuses, he added.
“To tackle the lack of awareness in cultural diversity, curriculum enhancements and extracurricular activities are necessary to expose students to diverse perfostering spectives.
“By a sense of belonging among all members of the university community, higher education in Malaysia can equip students with the intercultural competence needed for success in today’s globalised world.”