Towards a complete and balanced Malaysian history textbook

 

Revising the teaching of Malaysian history is a significant undertaking, yet it remains an essential one. – AI generated image

HISTORY was one of my favourite subjects in school. I passed my history paper with distinction at the Malaysian Certificate of Examination, now known as Sijil Pelajaran Malaysia (SPM). Owing to my interest in the subject, I still recall many of the topics that were once included or discussed extensively in Malaysian history textbooks.

Among the topics that have been greatly reduced or receive only brief treatment in Malaysian history books now are the Indianised states of early Malaya, the Srivijaya and Majapahit maritime empires, the Brunei Sultanate’s influence over Borneo, the Brooke administration of Sarawak, the North Borneo Chartered Company era, the Malayan Union protests, the Sulu–Borneo relationship, the global spice trade, figures such as Yap Ah Loy and Parameswara, and many other significant regional and international developments. One of the notable areas in which coverage remains limited is the Malaysia Agreement 1963 (MA63), which established Malaysia as a new political entity. MA63 is generally presented only in summary form when it deserves much greater depth, for the agreement shaped the constitutional and political foundations of the federation.

The limited or abbreviated treatment of these topics reflects a wider pattern in which Malaysian history, as presented through school textbooks, has become more narrowly framed over the past decades and has gradually reduced strands of knowledge that once offered a richer and broader understanding of the world and of the nation’s development. This narrowing tends to favour a narrative centred on the Malay Peninsula while giving the histories of Sabah and Sarawak a more modest presence in the overall storyline. The impact of this tendency became even more pronounced when the SPM History paper became a compulsory pass in 2013. Although this requirement demonstrates the importance placed upon historical understanding, it also means that the structure of the syllabus now shapes the perspective of every student who seeks to complete secondary school. For this reason, a balanced and inclusive historical narrative is essential not only for academic accuracy but also for strengthening a confident and informed sense of national identity.

The current syllabus follows a familiar and structured narrative. It begins with early Malay polities, explores the rise and influence of the Melaka Sultanate, and then moves to the presence of the Portuguese, Dutch and British in the region. It proceeds to the Japanese occupation, the Emergency and the achievement of independence in 1957. Although Sabah and Sarawak are occasionally mentioned in earlier forms, they receive substantial attention only after this long Malaya centred sequence, usually in one of the final chapters of the Form Five textbook. This structure encourages students to view Malaysian history as primarily Malayan in focus, with the Bornean territories entering the narrative at a later stage. Yet Malaysia, as a federation, came into being only in 1963, and the histories of Sabah and Sarawak form essential components of the nation’s story rather than appendices to a narrative assumed to be complete.

Although a chronological approach has pedagogical advantages, it can also create unintended impressions. Malayan history appears to form the foundation of national identity while the histories of Sabah and Sarawak seem to enter the narrative only towards the conclusion. This impression is strengthened when teachers, constrained by limited time, further condense their coverage of the Bornean chapters. Over time, many students may come to believe that Malaysia expanded outward from Malaya rather than emerging through a negotiated partnership among territories with distinct cultures, societies and political traditions. A more balanced narrative would help students appreciate that the formation of the country reflected shared aspirations and carefully considered agreements rather than a simple extension of an earlier state.

The narrative focus of the syllabus also reflects a cultural emphasis. Malay history and Islamic civilisation receive significant and detailed attention because they form central pillars of the peninsula’s cultural landscape. This emphasis is understandable and historically justified. However, when one set of narratives occupies most of the available space, other civilisational layers may receive less detailed attention. The early Indianised states of the peninsula, which once held a prominent place in earlier syllabi, now tend to appear in condensed form. The Srivijaya and Majapahit empires, which shaped the wider Southeast Asian region, are often summarised briefly without examining their long-term influence. Brunei’s important historical relationship with Borneo is mentioned only in passing, and the long-standing Sulu presence in North Borneo seldom receives meaningful exploration despite its relevance to understanding regional identity and historical context.

The histories of Sabah and Sarawak reveal particularly noticeable gaps. Sarawak underwent more than a century of Brooke rule, a period characterised by complex political developments, interactions among diverse communities, and shifts in governance that shaped the territory’s modern identity. Indigenous communities maintained systems of leadership, customary law, land tenure and belief that reflected their social structures and guided daily life. These dimensions offer valuable insight into Sarawak’s development, yet in school textbooks they often appear only in outline form. Sabah’s historical trajectory under the North Borneo Chartered Company, followed by Crown Colony administration, involved land policies, economic strategies and interactions between local communities and external authorities that left lasting influence. However, these developments also tend to be presented in simplified fashion, giving readers little sense of the historical layers that shaped the territory.

The indigenous communities of both territories represent deep-rooted histories deserving of thoughtful representation. The Iban, Kadazan Dusun, Murut, Melanau, Orang Ulu, Bidayuh, Bajau, Rungus and many other groups have shaped the political, economic and cultural landscapes of Borneo for generations. Yet school materials often present them primarily through brief cultural descriptions rather than as historical communities whose actions and decisions played important roles in shaping the territories in which they live. As a result, the understanding of Bornean society becomes more limited than it ought to be.

The limited treatment of the Malaysia Agreement 1963 remains one of the more significant gaps. Present textbooks often refer to MA63 only briefly, with simple mentions of the Cobbold Commission and the general process of Malaysia’s formation. Yet MA63 established the federation through specific commitments and constitutional safeguards for Sabah and Sarawak. These provisions covered immigration powers, protections for native land rights, cultural and religious considerations and the distribution of legislative authority. The Twenty Point Agreement for Sabah and the Eighteen Point Agreement for Sarawak reflected the expectations of the peoples of both territories at the time of federation. Without a deeper understanding of these agreements, students may struggle to appreciate the distinct constitutional positions of Sabah and Sarawak or the continuing discussions concerning autonomy and the restoration of rights. A more detailed presentation of MA63 would strengthen national understanding and help students recognise the care with which the federation was formed.

A more complete national narrative also requires renewed attention to the earliest civilisations of the peninsula. Hindu and Buddhist influences shaped the region’s cultural foundations long before the spread of Islam. Inscriptions, temples and archaeological remains from Kedah Tua, Langkasuka and other sites reveal centuries of interaction with India, Sri Lanka, China and Southeast Asia. These connections influenced language, art, political ideas and trade. Reviving these topics in the syllabus would help students appreciate the depth of the peninsula’s cultural history and recognise that Malaysia developed through centuries of global interaction.

Placing Malaysian history within wider global contexts also enriches the understanding of the region’s development. The global spice trade linked the Malay world to Asia, the Middle East and Europe, influencing the arrival of traders, colonisers and missionaries. International rivalries, expanding global commerce and Cold War tensions shaped the political and economic landscape of both Malaya and Borneo. When global contexts appear only in abbreviated form, students may miss the chance to recognise that Malaysia’s development unfolded within a wider world shaped by external forces.

The contributions of Chinese, Indian, Eurasian and other minority communities also deserve deeper treatment. These communities played important roles in commerce, agriculture, mining, education, industry and civic development. They built institutions, shaped urban centres, supported political movements and enriched the nation’s cultural diversity. Orang Asli communities, among the region’s earliest inhabitants, also possess rich histories that warrant meaningful inclusion in the national narrative.

A complete account of Malaysian history requires close attention to the years between 1957 and 1963. Independence in 1957 marked the emergence of the Federation of Malaya but the creation of Malaysia involved negotiation, consultation and agreement among Malaya, Sabah, Sarawak and, at the time, Singapore. These discussions reflected the aspirations of the Bornean territories and form an essential part of the national story.

The development of Malaysia after 1963 also shaped the nation’s trajectory. Federal–state relations, the management of natural resources, regional development efforts and political change all influenced the country’s direction. When these developments are presented with balance and clarity, students gain a fuller appreciation of the ongoing work of nation building. Many in Sabah and Sarawak have long felt that their histories receive limited attention, and a more inclusive narrative can help strengthen their sense of belonging within the nation.

Rebalancing Malaysian history in no way diminishes the importance of Malay history or Islamic civilisation. Both form central foundations of the national identity and deserve the regard they receive. The aim is to ensure that the wider national story reflects the many histories that shaped Malaysia’s formation. The nation draws strength from its diversity, and this strength becomes clearer when every region and community is represented fairly.

Education plays a central role in shaping the way Malaysians understand themselves and their shared future. A balanced historical narrative fosters thoughtfulness, empathy and unity. It reminds students that Malaysia emerged through collaboration, consultation and shared purpose. A narrative that reflects only one region or tradition is unable to convey the full richness of the country. The nation is a tapestry woven from the histories of Malays, Chinese, Indians, Eurasians, Orang Asli, Kadazan Dusun, Murut, Iban, Bidayuh, Melanau, Orang Ulu, Bajau and many others across the peninsula, Sabah and Sarawak.

Revising the teaching of Malaysian history is a significant undertaking, yet it remains an essential one. Through inclusive research, thoughtful collaboration and a sincere commitment to representing every region and community, Malaysia can cultivate future generations who understand the complexity of their nation’s past and who carry forward a spirit of fairness, appreciation and shared purpose. - borneopost

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Dr Richard A. Gontusan is a Human Resource Skills Training and Investment Consultant. The information presented in this article is sourced from the public domain. His views expressed in this article are not necessarily the views of MMKtT.