Marginalization and Resilience
Malaysian Chinese Teacher Education During the Covid-19 Pandemic
Bibliographic Data
| ID | 22006283 |
|---|---|
| Authors | Jason Cong Lin (0000-0001-6971-0375, Education University of Hong Kong, corresponding author), Zhen Cheng (0000-0001-8177-9463, Zhejiang University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251397212 |
| OpenAlex | W7108078744 |
| Language | EN |
| References cited | 19 |
This study examines the impact of the COVID-19 pandemic on Chinese education and teacher training in Malaysia, a multi-ethnic society with a unique Chinese educational system. It delineates two primary understandings of Chinese education: as a medium for ethnic language and culture preservation, and as a second language instruction. Utilizing a content analysis of government policies and statements from prominent Chinese educational organizations, this article identifies key challenges faced by Chinese teachers in Malaysia during the COVID-19, including high turnover rates, shortages of qualified educators, and the transition to online teaching, which has strained existing resources and support systems. It then explores the current responses to these challenges, categorizing them into official guidelines, private organizational support, and overseas assistance. Findings reveal that while local organizations have provided valuable resources and training, government support has been insufficient and often indirect, leaving teachers to navigate their vulnerabilities largely unsupported. The article argues for enhanced collaboration between the government and professional organizations to ensure the sustainability and quality of Chinese education in Malaysia, emphasizing the need for equal educational rights and cultural maintenance for the Chinese community. This article contributes to the understanding of educational responses during crises in multi-ethnic contexts and highlights the necessity for systemic support for marginalized educational systems
China · Cultural diversity · Economic shortage · Ethnic chinese · Ethnic group · Pandemic · Teacher education · Education and Islamic Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms
Basic Content Analysis
The Covid-19 pandemic and its effects on teacher education
Preparing educators for the time of Covid … and beyond
Initial teacher education in England and the Covid-19 pandemic
Teacher experiences under Covid-19 pandemic school reopening periods
Teacher education
Making ethnic citizens
Decolonization, educational language policy and nation building in plural societies
Multiculturalism in Malaysia and Singapore
The Quest for Educational Equity in Schools in Mainland China & Hong Kong
Tan Cheng Lock and the Chinese Education Issue in Malaya
Chinese Educationalists in Malaysia
Three Approaches to Qualitative Content Analysis
Articulation of medium of instruction politics in the Malaysian Chinese press
Defining Intercultural Education for Social Cohesion in Malaysian Context
| Citation velocity | historical |
|---|---|
| Highly cited | No |