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The Integration of Chinese and Western Values As Globalised Cultural Capital Among the Malaysian Chinese

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The Integration of Chinese and Western Values As Globalised Cultural Capital Among the Malaysian Chinese THE INTEGRATION OF CHINESE AND WESTERN VALUES AS GLOBALISED CULTURAL CAPITAL AMONG THE MALAYSIAN CHINESE CHAN SUET KAY Malaya of FACULTY OF ARTS & SOCIAL SCIENCES UNIVERSITY OF MALAYA KUALA LUMPUR University2016 THE INTEGRATION OF CHINESE AND WESTERN VALUES AS GLOBALISED CULTURAL CAPITAL AMONG THE MALAYSIAN CHINESE CHAN SUET KAY Malaya THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREEof OF DOCTOR OF PHILOSOPHY FACULTY OF ARTS & SOCIAL SCIENCES UNIVERSITY OF MALAYA KUALA LUMPUR 2016 University UNIVERSITY OF MALAYA ORIGINAL LITERARY WORK DECLARATION Name of Candidate: CHAN SUET KAY (I.C/Passport No: Matric No: AHA120006 Name of Degree: DOCTOR OF PHILOSOPHY Title of Project Paper/Research Report/Dissertation/Thesis (“this Work”): CHINESE EDUCATION VALUES AND WESTERN EDUCATION VALUES: AN INTEGRATION OF GLOBALISED CULTURAL CAPITAL AMONG THE MALAYSIAN CHINESE Field of Study: SOCIOLOGY I do solemnly and sincerely declare that: (1) I am the sole author/writer of this Work; (2) This Work is original; (3) Any use of any work in which copyrightMalaya exists was done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the Work and its authorship have been acknowledged in this Work;of (4) I do not have any actual knowledge nor do I ought reasonably to know that the making of this work constitutes an infringement of any copyright work; (5) I hereby assign all and every rights in the copyright to this Work to the University of Malaya (“UM”), who henceforth shall be owner of the copyright in this Work and that any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of UM having been first had and obtained; (6) I am fully aware that if in the course of making this Work I have infringed any copyright whether intentionally or otherwise, I may be subject to legal action or any other action as may be determined by UM. UniversityCandidate’s Signature Date: Subscribed and solemnly declared before, Witness’s Signature Date: Name: Designation: ii ABSTRACT This study compares the socialisation effects of pursuing Chinese-medium and English-medium education in Malaysia, focusing on the Malaysian Chinese. For this study, they are known as the Chinese-educated and English-educated Malaysian Chinese. In terms of identity, these two groups have been said to differ. Using the framework of cultural capital, which has been widely used in educational research, I compare these identity differences, manifested through worldview, consumption tastes, and ambition. These are also known as the three aspects of cultural capital - the institutionalised, the objectified, and the embodied. Basing my research design on other landmark cultural capital studies, such as the BBC-LSE Great British Class Survey (2013), I have designed a questionnaire that encapsulatesMalaya these identity expressions. However, I have also included a follow-up interview in order to delve deeper into the phenomenological aspect of these consumption-basedof identity differences, an aspect which has not been mined in full detail in most similar studies. My findings indicate that cultural globalisation is bringing two formerly disparate value systems into the forefront, repackaging some of its attributes as desirable cultural capital (global habitus), and transmitting these values into Malaysian Chinese youth, who embrace it to remain competitively relevant, regardless of education background. This is done through the platform of the mass media. I thus conclude that in an increasingly borderlessUniversity world, facilitated by transnational media flows, the Chinese-educated and English-educated Malaysian Chinese are experiencing a convergence. iii ABSTRAK Kajian ini membandingkan kesan proses sosialisasi melalui pendidikan bahasa Cina dan pendidikan bahasa Inggeris. Dalam kajian ini, kedua-dua kumpulan ini dirujuk sebagai masyarakat Cina Malaysia bersekolah Cina dan masyarakat Cina Malaysia bersekolah Inggeris. Dari segi identiti, kedua-dua kumpulan ini dikatakan berbeza. Menggunakan kerangka modal budaya yang kerap digunakan dalam kajian kesan pendidikan, saya membandingkan perbezaan identiti ini, yang dapat dikenalpasti melalui nilai-nilai, gaya hidup, dan cita-cita. Ketiga-tiga elemen ini juga dikenali sebagai elemen modal budaya, iaitu modal institusional, modal perbendaan, dan modal penghayatan. Rekabentuk kajian saya berdasarkan kajian ternama yang juga mengukur modal budaya, seperti kajian BBC-LSE Great British Class Survey (2013). Saya telah mereka alat soal selidik yang merangkumi ketiga-tigaMalaya elemen penyampaian identiti ini. Tambahan kepada itu saya telah menjalankan temuramah yang mengikuti soal-selidik ini. Tujuannya adalah untuk mendalami prosesof fenomenologi di sebalik penyampaian identiti yang berbeza antara dua kumpulan tersebut, aspek yang kurang diberi perhatian dalam kebanyakan kajian. Dapatan kajian saya menampakkan bahawa pengaruh globalisasi budaya merapatkan kedua-dua sistem nilai yang berbeza di pentas dunia. Nilai-nilai ini diiklankan media massa sebagai modal budaya yang membantu meningkatkan kepentingan individu di pasaran pekerjaan. Pemuda-pemudi masyarakat Cina Malaysia dalam kajian ini memeluk nilai-nilai yang diiklankan ini tidak kira latar belakangUniversity pendidikan mereka yang dilihat mengikut bahasa pengantara. Kesimpulannya, dalam dunia yang semakin mengatasi sempadan, pelajar-pelajar aliran bahasa Cina serta aliran bahasa Inggeris (atau bahasa Melayu) tetap sama mengalami proses penumpuan kebudayaan. iv ACKNOWLEDGEMENTS I would like to acknowledge the guidance of my supervisors Associate Professor Dr. Juli Edo and Dr. Rosila Bee Mohd Hussain, my family members, the journals which have given me useful feedback, and everyone who has been involved in the completion of my study. Thank you! Malaya of University TABLE OF CONTENTS Abstract ...................................................................................................................... iii Abstrak ........................................................................................................................ iv Acknowledgements ...................................................................................................... 1 LIST OF SYMBOLS AND ABBREVIATIONS ......................................................... 9 LIST OF FIGURES ................................................................................................... 10 CHAPTER 1 .............................................................................................................. 14 INTRODUCTION ..................................................................................................... 14 1.0 INTRODUCTION .......................................................................................... 14 1.1 PROBLEM STATEMENT ............................................................................. 15 1.2 RESEARCH AIMS AND SCOPE ................................................................. 18 1.3 GAPS IN THE LITERATURE ....................................................................... 20 1.4 PRIMARY RESEARCH QUESTIONS ......................................................... 21 1.5 RESEARCH DESIGN ................................................................Malaya.................... 22 1.6 ORGANISATION OF THIS THESIS ............................................................ 26 CHAPTER 2 .............................................................................................................. 27 THEORETICAL FRAMEWORK .............................................................................of 27 2.0 INTRODUCTION .......................................................................................... 27 2.1 CULTURAL CAPITAL ................................................................................. 27 2.2 TWO INTERPRETATIONS OF BOURDIEU: THE ‘WILD’ AND THE ‘DOMESTICATED’ .................................................................................................. 30 CHAPTER 3 .............................................................................................................. 45 LITERATURE REVIEW........................................................................................... 45 3.1 CHINESE IDENTITY IN MALAYSIA ........................................................ 45 3.1.1 ‘CHINESENESS’ AND LANGUAGE.............................................................. 52 3.1.2University ‘CHINESENESS’ AND EDUCATION ............................................................ 56 3.2 CONFUCIAN VALUES AND WESTERN LIBERAL DEMOCRATIC VALUES .................................................................................................................... 65 3.3 THE GLOBALISED CONTEXT ................................................................... 70 CHAPTER 4 .............................................................................................................. 78 2 METHODOLOGY ..................................................................................................... 78 4.1 RESEARCH DESIGN .................................................................................... 78 4.1.1 ONTOLOGY ............................................................................................... 78 4.1.2 EPISTEMOLOGY ...................................................................................... 79 4.1.3 METHOD ...................................................................................................
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