SSF1033 Malaysian Social History Booklet

SSF 1033
MALAYSIAN
SOCIAL HISTORY

By: Group 7 Infinity

Faculty Science Social and Humanities
UW6345001 Development Planning and

Management
Semester 2-2020/2021

Lecturer: Dr. Adibah binti Yusuf
Group Assignment: Digital Booklet

Group Members:
Rubiana Inya anak Engdawie (76672)
Siti Juliana binti Anas (76807)
Siti Nor Alfiah binti Basri (76821)
Zurainah binti Ngatiman (77261)
Thivenesh A/L Subramanian (77006)
Syvester Abun anak Engai (76941)

TABLE OF LU 1
Introduction and Course Outline
CONTENTS
LU 2
History and Social History

LU 3
The Uses of History

LU 4
Official vs Missing History

LU 5
Pre-History

LU 6
Ancient History

LU 7
Trade and Its Consequences
Creation of Modern SE Asia

LU 8
Population, Immigrants and Identity

LU 9
Orang Asli

LU 10
Malaysian Women’s Movement

LU 11
Politics of The Left/ Labour Movements

LU 12
Secret Socities

LU 13
Malaysia Students Movement

LEARNING UNIT 1

INTRODUCTION
&

COURSE OUTLINE

INTRODUCTIONS

Synopsis:

This course explores the social, political, economic and
cultural transformation of Malaysia and its impact upon the
lives of ordinary people as it has occurred from pre-history
to the present. Social science approach to Malaysian social
history. It shall discuss both the dominant (stereotypical)
and alternative interpretations. We hope to explain how
history and history-making affects the formation of a
Malaysian social identity. As a result, some key themes in
Malaysian social history will be explored, though not
necessarily in chronological order.

Objectives:

• Introduce students to history as a key perspective and
history-making as an analytical tool within the social
sciences.

• Explore Malaysia’s past in a way that helps explain
our present perception of people, events and processes
within society

• Encourage students to begin to think critically about
Malaysian issues, past and present, so as to better prepare
themselves intellectually for the future.

LEARNING UNIT 2

History
&

Social History

What is history?

History is the study of how things change over time, and it
encompasses every facet of human society. History
encompasses political, social, economic, scientific,

technological, medical, cultural, intellectual, religious, and
military changes. Professional historians usually specialize on a

certain facet of history, a specific time period, a specific
historical method, or a certain geographic region.

History within the Social Sciences

• Any discipline of academic study or science that deals with
human behavior in its social and cultural dimensions is known as
social science. Cultural (or social) anthropology, sociology,
psychology, political science, and economics are usually
included under the social sciences.

• In the social sciences, history is a methodological approach
that serves as a background and analysis tool.

History vs Historiography

• Many people consider historiography to be a social
science, and certain aspects of historical research are nearly
indistinguishable from work in the social sciences. Most
historians, on the other hand, regard history as a humanistic
discipline.

• In their field, historians must struggle to distinguish
between facts and interpretations.

• Historiography is the study of history's history,
philosophy, and methods.

• Historians must be well-versed in the historiography of
their field of study.

History Historiography

• Stories concerning the ‘past,' but • Generally refers to the total body
retold in the present; the storey of professional historical writing
was revived a long time ago, i.e. and research.
the study of the past, such as
human activity. • Writing about ‘the past’.
• Writing but with perspective/a
• Researching historical records
and making conclusions. view/an opinion/an interpretation.
• Analyse why the views of those
• The substance of historians' work
is history. historians have changed.
Originally they would have been
• A history is a narrative that using government records, and
analyses and explains events veterans were unwilling to
from the past. challenge the story

• It is the "what" of history, the
output of historians' labour.

History and Evidence

• History and evidence is crucial to history. It's also about hunches,

imagination, interpretation, and guessing, among other things. But first
and foremost, there is proof: without proof, there is no history.

• Evidence that does not support a claim is useless, no matter how
copious it was previously. It is similar to medical and crime detection in
this regard.

• It's also about the interpretation of flawed evidence by fallible
individuals. No evidence = no history (does not mean it never existed or
never happened BUT we cannot record or study it! So effectively, non-
existent!)

Types of evidence:

➢ written word
➢ oral stories
➢ bones
➢ artifacts
➢ cave art
➢ buried settlements

Evidence must be checked and verified.

Social History

• History of society, social history is a
branch of history that focuses on social
structures and interactions between different
groups in society rather than governmental
concerns.

• It grew as a discipline in the 1960s as
an extension of economic history.

• Social history is a branch of history
that focuses on social structures and
interactions between different groups in
society rather than governmental concerns.

• It grew as a discipline in the 1960s as
an extension of economic history.

• e.g. Environmental data = Climate
change = impact on earth and human society

History & Actors

• Historical actors are almost always
humans, although they can also be objects like
organizations (like governments), demographic
groups (like laborers), or ideas (such as
democracy).

History did not just happen.

Involved individuals, groups, whole
societies

Events happened in specific places and at
particular times.

Involved men and women; old and young,
healthy and sick; religious and non-religious, etc.

Reality: History is multi-dimensional;
even cuts across space and time

History as Jigsaw puzzle/mosaic: We only
know bits and pieces; we are slowly putting
things together

Problem is: We have been fed/taught only
one dominant version of history – political, state-
centred history (aka Nationalism)

Historical events reflect choices of
powerful people and the powerless

The four types of actors are the most common?

➢ Actors who carry their identity from part to
role, actors who go against their persona,
chameleon performers who can portray a
range of unrelated roles, and
nonprofessional players who lend realism
to stories are all examples of personality
actors.

Types of History: Dominant

➢ Nationalist History: For the sake of nation-
building, frequently incorporating
propaganda that invents our own
‘greatness' and ‘uniqueness; rich vs poor.

➢ Stereotypes and dominant political
narratives are reinforced (e.g. UMNO and
Malays; indigenous vs immigrants; Sultans
as Protectors; Malacca and Islam; Malaysia
Boleh Story)

➢ There is little connection to outside history
other than "battle against colonialism" and
"foreign dominance."

LEARNING UNIT 3

The Uses of History

History: The study of change over time.

What can we learn from history?

• Desire to remember and awareness that people
who remember have more power. As useful info,
where prior experiences and examples can aid in the
advancement of humanity. Investigate the meaning of
life and death as a means of understand humanity's
place on the planet and what awaits them.

• With concepts, traditions, information, and
current ways of life already rooted in the past, it helps
us better understand the present. It can also teach
lessons from the past, such as ancient civilizations' and
human beings' successes and mistakes.

• Promote awareness of our ancestral heritage by
appreciating our rich cultural heritage, customs and
practices; the basis for personal identity.

• Understand how people think and feel - how
people react in different cultures, places and times;
what they value, etc.

• Develop critical and analytical skills such as:

✓ Ask and think
✓ Examine the answers

Uses of History

• The term "history" can be used in two different ways.
Both pertain to the past, but one describes the knowledge or
perception of the past, while the other describes the actions
that have already occurred in the past.

• Three purposes for studying history:

➢ The first and perhaps the most common use of history is
when a family, clan, or tribe, seeks a sort of folk memory
for a past that will help preserve the group’s identity and
strengthen the group’s ability to survive.

➢ The second is utilitarian in more specific ways. It
assumes that history is useful knowledge, teaching
lessons through past examples.

➢ The third investigates the meaning of life and death in a
far more in-depth manner than the previous two. Man is
led to his deity or gods by his desire to know how he
began and how he must finish.

The Importance of Perspective

• Evidence & Perspective = Interpretation

• Perspectives change e.g. The purpose of Colonialism:

➢ Civilizing mission vs. Exploitation

• Perspectives depend on Actor’s position in history +
their interests: Victors vs Losers; Elites vs Proletariat; Ethnic
vs Class = different views about memory and remembering.

Role:

➢ Role of History (A): To reveal the truth about the past; to
operate as an arbiter of ‘neutral' facts (particularly in the
fields of politics, diplomacy, and war, but only within
national borders!)

➢ Role of History (B): To tell common people's lives,
events, and things, as well as economic history, the history
of human attitudes, and history that transcends national
borders - School Annales

Post-World War II: New Nations, New Countries

➢ Nation-building
➢ Desire for national identity and national unity
➢ Creation of identity – an “imagined identity” of what it

meant to be a citizen of a country
➢ Hence, a common history for a shared national memory
➢ A common history that would reject colonial history. But

often, common history too narrow
➢ Conventional National History – did not reflect the lives

and struggles of common people. Too elite focused.
➢ WWII is one of the most well-known conflicts of the

twentieth century.However, as witnessed in the United
States, the conflict has had an indirect impact on modern
civilization.

As a result, social history — history from below (The
Cockroach View!) – is on the increase. Poor people's history,
oppressed people's history, uneducated people's history,
marginalised people's history, children's history, women's
history, and so on. Rather than simply being an impartial
arbitrator of facts, historians became individuals who sought to
comprehend the language and practises of the past.

Shift in History Perspective

•From a concentration on facts – elite history – to
numerous histories, fragmented but interconnected
pasts – histories from below.

History is NOT neutral. It cannot be.

•Every person, event, and circumstance are shaped by
their social class, race, and gender.

•Each historian is bound by their social class, race, and
gender.

Bias in History

•According to the author, bias refers to having an
uneven or unjust viewpoint. It's crucial to remember
that bias isn't only evident in secondary sources; it may
also be present in primary sources.

•History – true/distorted/false

•History – true/distorted/false

✓ Male dominated
✓ Old focus vs. young
✓ Powerful vs. weak
✓ Winners vs. ‘Losers’
✓ Articulate vs. silent
✓ Hate vs. love/War vs. Peace
✓ Terrorist or Freedom Fighter

•Why Bias so important in history?

➢ Bias isn't always a negative thing.
➢ Historians must gather data from a

variety of sources in order to establish
a fair perspective.

•The author writes that the main goal must
be to overcome prejudice or bias.
Objectivity is a contemporary concern, and
it is largely the product of today's universal
educational systems.

Doing history

•Glass of water example

➢ Evidence = facts = description
(insufficient by itself)

➢ Perspective = interpretation/meaning
using logic/common sense (also
insufficient by itself)

•History as fact & interpretation (i.e.
interpretation of facts)

LEARNING UNIT 4

Official
Vs

Missing History

Official History

Professional historians often have one of two
reactions to 'official' history. The first is scorn, based on
the fact that it is only propaganda - "official but not
historical," in the words of Basil Liddell Hart. The second
is a cautious interest. This is because, like the Institute of
Historical Research's (IHR) History and Policy network,
its goal is to make public policy "better through an
understanding of history," and it has the potential to
increase mutual understanding between historians and
policymakers as a byproduct.

Official History of Malaysia

During the nineteenth and early twentieth centuries,
most of the Malay Peninsula was under colonial
administration. Colonial rule was mostly centred among
three European countries (Great Britain, the Netherlands,
and France) and the United States of America. Territorial
boundaries were constantly revised and renamed as
geopolitical zones of influence ebbed and flowed.

Malaysia's history is thought to have begun with the
Sultanate of Malacca around 1400 AD. The Sultanate
Territories encompassed the majority of Peninsular
Malaysia and Sumatra's East Coast. Malacca rose to
prominence as a result of its strategic location at the
crossroads of East Asia.

Official History – Colonial Story

Malacca fell into the hands of the Portuguese in 1511,
kicking off the colonial era in Malaya. Following that,
Malaya passed into the hands of the Dutch in 1641 and the
British in 1824 as a result of the Anglo–Dutch Treaty. In
comparison to others, British colonisation lasted the longest.
The British had incorporated all of Malaya's administration,
which had previously been governed by Malay rulers with
the assistance of state officials. The British invasion had
sparked resentment among the locals. Some people rose out
against the colonial, but they were easily beaten by the
British since their efforts were more focused on
individuality.

Among the heroes that went against the colonialists
were Dol Said, Tok Janggut, Datuk Bahaman, Rentap, Dato
Maharajalela, Rosli Dobi and several others.

Tunku Abdul Rahman declared independence of
Malaya in Padang Bandar Hilir, Melaka on 20 February
1956. Malaya achieved independence on 31 August 1957.
On 27 May 1961, Tunku Abdel Rahman Putra Alhaj
suggested the merger of five colonies namely the Malaya,
Singapore, Sabah, Sarawak and Brunei to form a new
country.

On 9 July 1963, representatives of the British
government, Malaya, Sabah, Sarawak and Singapore except
Brunei caused the matter cannot be avoided. The desire for
forming a state called MALAYSIA is achieved on 16
September 1963.

The Official Version

➢ Malaysia is defined as the Peninsula, Sabah, and Sarawak, with Singapore
included in pre-1965 events. 'History' is defined as any event, person, or
artefact that demonstrates Malay or Malaysian success and 'development.'

➢ Exhibits depict the geological creation of the Peninsula, Sabah, and
Sarawak, emphasising the fact that the land currently known as Malaysia
is very ancient. Human bones from the Niah caves near Kuching are on
show, as are stone tools from Kota Tampan in Perak and Tingkayu in
Sabah. They show that humans occupied Malaysian regions throughout the
Palaeolithic age.

➢ Exhibits of pottery and stone items from the Peninsula and Borneo from
the Neolithic period (2800 to 500 BCE) are on display at the Neolithic
Museum. Earthenware vessels were utilised for food and drink at the time,
as well as burial goods in tombs. Five of these drums are on show at the
museum, some dating back to the second century, indicating that Malaysia
was a part of this highly esteemed and advanced metal-age civilisation.

➢ The following exhibits, which use first-century Chinese sources, give
evidence of communication between Malaysia and centres of other major
world civilisations. There were communities in the Bujang Valley (Kedah)
and Santubong (Sarawak) throughout that period. The Hindu–Buddhist
period is portrayed by models of 7th and 8th century temple-remains. The
location was a hub for international trade and shipping moving via the
Melaka Straits.

➢ The circumstance demonstrates the existence of a range of concurrent ways
of life in Malaysia,' according to the exhibit, and 'the people affiliated with
the megaliths must have practised a separate religion.' The display
demonstrates that neither the Peninsula nor Sarawak are believed to have
been dominated by Srivijaya, but rather that historical relics illustrate
Srivjaya's 'impact' in the region. The next period of history is known as the
'Srivijayan Culture,' which was a Sumatran-based maritime kingdom that
existed between the 7th and 12th centuries.

➢ The Malaysian Museum's next series of exhibits is titled 'The Spread of
Islam.' A replica of the renowned 'Terengganu Stone' is associated with the
map. The pillar's inscription is in Malay written in Arabic script and
describes Islam as the local religion.

Missing History

Who really was responsible for creating Malaysia?

➢ On September 16, 1963, the Federation of Malaysia was
founded by the amalgamation of the Federations of Malaya,
Singapore, North Borneo (Sabah), and Sarawak. Tunku Abdul
Rahman, the then-Prime Minister of Malaya, was initially
opposed to Singapore joining Malaysia.

➢ There was also the possibility that Malaya may be swallowed
by the communist subversion and radical left-wing forces that
were producing political unrest in Singapore and the Borneo
regions. To prevent a Chinese majority following the union
with Singapore, about 700,000 Borneo natives were eventually
welcomed into the federation.

Malay Origin

➢ Many Malay subgroups have significant genetic, linguistic,
cultural, artistic, and social diversity, owing to hundreds of
years of immigration and integration of diverse regional
ethnicities and tribes throughout Maritime Southeast Asia.
They essentially descended from older Malayic-speaking
Austronesians and Austroasiatic tribes who established various
historic maritime trading empires and kingdoms, including
Brunei, Kedah, Langkasuka, Gangga Negara, Chi Tu, Nakhon
Si Thammarat, Pahang, Melayu, and Srivijaya.

➢ The earliest form of Malay is descended from the Proto-
Malayo-Polynesian language spoken by Southeast Asia's first
Austronesian migrants. Classical Malay was once a broad mix
of dialects reflecting the many origins of Southeast Asia's
Malay kingdoms. One of these dialects, which originated in the
Malacca Sultanate's literary heritage in the 15th century,
finally became dominant.

LEARNING UNIT 5

Pre-History

What is Pre-History ?

Prehistory is the time period that begins with the
appearance of the human being approximately five
million years ago and ends approximately 6,000 years
ago with the creation of writing.

Prehistory & Prehistoric

Prehistory and prehistoric are scientific terminology
that have long been used and have no negative
connotations. Although it is true that many experts
categorised human societies in racist terms a century
ago, those days are long gone.

Prehistoric archaeology

Prehistoric archaeology is the study of nonliterate
ancient societies. The term période anti-historique was
coined in 1833 by French archaeologist Paul Tournal
to describe the period of human history prior to the
invention of written writings (Grayson, 1983). With the
passage of time, this word decreased to prehistory, and
it currently spans the vast range of human cultural
evolution dating back at least 2.6 million years.

Three Stages of Pre-History

Palaeolithic Age

➢ The Palaeolithic Age began with our forefathers and lasted
approximately 10,000 years. Humans used stone tools and
subsisted on hunting and gathering throughout this time period.

Neolithic Age

➢ During the Neolithic Age, which began around 10,000 years
ago, humans lived in villages. Human communities farmed the
land and kept livestock. Agriculture and livestock raising gave
rise to a strong economy.

Metal Age.

➢ The Metal Age refers to the time period beginning around
7000 years ago when humans first began to construct artefacts
out of metals.

Pre-History of Malaysia

➢ Malaysia is located in an area that has produced some of the oldest

pre-human and human fossils known to man. Excavations in

Sarawak's Niah Caves indicate the presence of very active Stone

Age peoples. The Malay Peninsula was one of the southern routes

taken by prehistoric peoples who eventually settled in Indonesia,

Melanesia, and Australia.
➢ The most well-known archaeological find in Lenggong is Perak

Man, an 11,000-year-old human skeletal remains discovered. He

lived between the ages of 40 and 45, and archaeology discovered

that he had a bone cyst in the right side of his mandible, which

caused infection to spread throughout his body. (Video)
➢ (Un-burying The Past

https://www.youtube.com/watch?v=RiqR_q805Ew

Prehistory of Indo-Malayan Archipelago

Indo-Malaysians of the Last 40,000 Years

➢ The debate concerning modern human origins and
differentiation is currently raging. The Indo-
Malaysian region's current populations are, of course,
diverse. The variety is displayed at several levels,
beginning with individuals and progressing to
ethnolinguistic groupings and geographical zones.
concept of race is required for an understandable
narrative of prehistory. The concept is definitely
significant when analysing prehistoric connections,
but it also elicits a lot of debate and concern about the
dangers of political misuse.

➢ Starting at the top of the hierarchy, it is usual to say
that the populations of the Indo-Malaysian
Archipelago belong to two of mankind's primary
geographical races: the Australo-Melanesians (or
Australoids) and the Mongoloids (or, more
specifically, Southern Mongoloids).

THE MODERN POPULATIONS OF THE INDO-MALAYSIAN
REGION

The majority of the 250 million people are Malaysians,
Javanese, Balinese, and Filipinos. The Negritos of Malaysia and
the Philippines are two other populations. Melanesians extend
westward from their core territory in New Guinea towards
Indonesia's eastern islands.

Austronesian languages

Austronesian languages are a group of languages spoken
throughout the Indonesian archipelago, the Philippines,
Madagascar, and the island groups of the Central and South
Pacific. Austronesian language family is one of the world's
largest in terms of the number of languages and geographic
dispersion.

Archaeology & Nationalism

According to Trigger (1984:358), "most archaeological
traditions are undoubtedly nationalistic in character," and
"nationalist archaeology is probably strongest among peoples
that feel politically threatened, insecure, or robbed of their
collective rights."

What is Nationalism?

Nationalism is an ideology and social practise that elevates the
"nation" to the status of the primary political agent and
prioritises national interests over all others.

Why do we need a national history?

➢ •To devise a national ideology of unity
➢ •Malaysian history based on colonial foundations – colonial

boundaries, colonial administration, colonial ethnic
communities = to justify current independence of a post-
colonial sovereign Malaysia

➢ Awareness of our heritage
➢ Develop sense of national identity - a common history for

a shared national memory.
➢ To demonstrate that we (as a nation) have always been

special, exceptional, developed even in prehistoric times.
➢ To show that we have a special place/an important role in

world history.

Out-of-Malaysia Theory
➢ “The discovery of evidence (stone hand-axe) dated at

more than 1.83 million years at Bukit Bunuh could

propose a new theory to substitute the present theory (the
Out-of-Africa theory)” (Mokhtar Saidin, 2012: 13)

Out-of-Africa Theory
➢ Homo erectus is thought to have travelled from Southeast

Asia as far as Java 1.8 million years ago through land
bridges. There is additional evidence that Homo erectus

lived in Southeast Asia until about 25,000 years ago.
➢ The structure of Homo sapiens' skull and postcranial

skeleton is extremely autapomorphic (distinctly derived)

among hominids. It also stands apart from other

organisms due to its distinct symbolic form of cognition.
➢ Homo erectus possessed a far larger brain than Homo

habilis, made more advanced tools (double-edged,

teardrop-shaped "hand axes" and "cleavers"), and

controlled fire (based on the discovery of charcoal with

erectus fossils). Its superior foraging and hunting abilities

enabled it to better exploit its surroundings than Homo

habilis. Peking Man and Java Man are two nicknames for

the same person.

Stephen Oppenheimer

➢ Modern humans migrated from
Africa to SE Asia between 85,000-
55,000 years ago. SE Asian
(including the Malays) share some
Orang Asli genetic lineages. SE
Asians would disperse to China and
later to Americas. From SE Asia to
China, south to north migration,
rather than north to south

➢ Stephen Oppenheimer of Oxfrod
University uses mitochondrial DNA
to track ancient human migrations
out of Africa, leading him to believe
that Australian melanocytes are
descendants from Africa, and that
they are still present in Peninsular
Malaysia today. One of the tribes,
the Samang, resembled Africans.

LEARNING UNIT 6

Ancient History

Hindu-Buddhist has been identified as an early kindoms
in SE Asia/Malay Archipelagp. As proof, Sailendra (e.g.
Borobodur temple), Mataram (e.g. Prambanan temple)
and Khmer (Angkor Wat).

I. Borobodur

Built: 750-850 AD under Sailendra dynasty @ peak of
Srivijayan influence
Mahayana Buddhist

II. A Hindu Neighbor: Prambanan Temple

➢ Constructed c. AD 850 by either Rakai Pikatan
(king of 2nd Mataram dynasty) or Balitung Maha
Sambu (during Sanjaya dynasty)

➢ Para Brahman
➢ Prambanan bas-reliefs tell Hindu tales
➢ Episodes from Vishnu’s incarnation as Rama

encircle the main shirnes at Prambanan that are
dedicated to Shiva and Brahma.

III. Angkor Wat

➢ Built by Suryavarman II (Khmer empire): 12th
century AD

Malay Peninsula: From pre- to proto-history

➢ Peninsular Malaysia regularly conducted intra- and extra-
regional trade (forest goods and luxury items).

➢ Several kingdoms and entrepôts appeared on the Malay
Peninsula and other parts of Southeast Asia.

➢ The majority of these were situated on the coast (e.g.
Kuala Selinsing, Bujang Valley, Santubong), although
there were some inland kingdoms (e.g. Chih Tu [in
Kelantan?])

1. Kuala Selinsing
-Human burials and artefacts, including pottery,
beads, shells and glassware (3rd century BC to 11th
century AD)
-Carnelian seal inscribed in South Indian Grantha
script.

2. Cherok Tok Kun
-Early Indian presence and influence is also suggested
by a site called Cherok Tok Kun in Bukit Mertajam,
Penang.

3. Santubong
-Maritime trade: gold objects, glass beads, Chinese
ceramics, gold, local iron production, Hindu-Buddhist
obejcts.

4. Bujang Valley
-Important trade centre
-Status as ‘rice bowl’ of Malaysia a relatively recent
phenomenon.

The ‘Indianization; of Southeast Asia

Mandi Safar

✓ The festival of Mandi Safar is known to have
been celebrated by the Malays in Peninsular
Malaysia annually on the last Wednesday of the
Muslim month of Safar.

✓ Ceremonial bathing in the river or sea. The
purpose is to clean oneself of spiritual impurity
and to protect oneself from misfortune.

✓ Celebrated in many places, but especially
elaborate in Tanjong Keling, Melaka (Keling is
a synonym for people of South Indian origin)

Mandi Safar: Parallels with Indian bathing
festivities.

• Journey to the river on bullock carts
• Participants include maidens and young

men
• Young girls chaperoned by grey-haired

elderly women
• Young men and women look forward to

meet future life partners
• Merry-making, songs, dances

Historical interpretations

➢ Originated as a secular festivity to enable
young men and women to meet or to look
for future life partners

➢ Might have been the result of Malay-Tamil
interaction in the past

➢ The addition of the term Safar to Mandi
might have occurred after the adoption of
Islam especially during the time of the
Melaka Sultanate to make the practice more
acceptable to the Islamic society.

➢ In the same way, the added explanation of
the purpose to achieve spiritual purity.

LEARNING UNIT
7 (a)

Economic History:
Trade and its Consequences

➢ Capitalism = Brought about divergence in

understanding over rights and obligations

over how business is conducted
➢ Western powers = belief in the value of

signed contracts
➢ Local Malay/Bugis = belief in the value

of solemn oaths (just like the agreement

of the Sultan and his subjects in the Malay

Annals)
➢ Often, divergence in understanding

brought about conflict.

Key Points:

➢ History is made AND changes with trade
➢ Entry of Capitalism in SE Asia brought

about major political, economic and

social changes
➢ How? Via:

✓ Contracts
✓ Shifting Alliances
✓ Conflict

➢ Contract, in the simplest concept that
known as a promise enforceable by law.
The promise may be to do something or to
refrain from doing something. The making
of a contract requires the mutual assent of
two or more persons, one of them
ordinarily making an offer and another
accepting. If one of the parties fails to keep
the promise, the other is entitled to legal
redress.

➢ A period of dynamic change – politically
(new administrations), economically
(contracts & trade), culturally (lifestyle
changes)

➢ By end 18th Century – British in the
North/Bay of Bengal and Dutch in the
South/Indonesian Islands and Indian
Ocean

➢ New power configuration developed over
200 years. = Consequence of trade rivalry,
contracts & alliances.

Shifting Alliances

• 1580s–1630s: Resurgence in
international trade between Europe,
India, China & Japan.

• Netherlands and British get involved in
global maritime trade – to circumvent
Venice and Genoa; to overthrow
Portuguese and Dutch control over
trade and resources.

• In 1640, Dutch-Portuguese rivalry
erupts into war. Johor assists Dutch in
exchange for development support –
build and arm forts.

• Very profitable activity.
• Portuguese/Dutch/British/ US/French

entry into the region built on struggle
and conquests rooted in constantly
shifting alliances with local chiefs.

Conflict

A serious disagreement or
argument, typically a protracted one.

For example, Portugese economic
and political power in the region not
complete and constantly challenged
by Aceh, Spanish, Dutch, Brunei,
Sulu, Johor, Kedah and the Bugis
mini-kingdoms.

However, Aceh conducts direct
trade with the Red Sea & India which
by-passes Malacca and other
Portuguese ports in India

Portuguese wealth and trade
threatened by Acehnese trade because
Aceh’s control of trade also
threatened trading networks of ex-
Malacca elite in Johor

➢Trade led to huge movements/migration
of peoples – whether for trade or due to
slavery (e.g. the Bugis, the Acehnese, the
Portuguese, Dutch, British, Tausug,
Spanish, Illanuns)

➢The entry of Europeans and Capitalism
formed and re-formed the region into
what it is today – politically;
economically; culturally.

LEARNING UNIT
7 (b)

Creator of Modern SE Asia

➢ Context 1 - Europeans wanted to trade and local
chiefs had access/control to resources.

▪ Trading interests and competition pressures
led EIC to develop idea of ‘spheres of
Influence’ concept in British diplomacy.

▪ 1824 Anglo-Dutch Treaty – divided up SE
Asia between British sphere and Dutch
sphere.

➢ Context 2 – Local control over resources fluid and
ever changing; often conflict and local Malays
looked to stronger powers for assistance in local
conflicts, e.g. China, Siam, European.
▪ In 1826, EIC concludes an agreement with
Siam – Siam agreed not to attack Perak or
Selangor.
▪ Kedah acknowledged as ‘territory subject to
Siam’ while status of Kelantan-Terengganu
ambiguous.
▪ EIC negotiated rights to trade in Kelantan &
Terengganu since Singapore business interests
had commercial links there

➢ Context 3 - A fast changing world fueled by the
industrial revolution – new markets, new resources,
new scientific discoveries

➢ Political division now affects
everything – resource
exploitation, control of trade,
Riau-Johor Temenggung family
becomes Sultan of Johor;
movements of peoples,
academic study, even identity
and nationalism (until today)

➢ 1826 – Penang, Province
Wellesley, Malacca &
Singapore formed into Straits
Settlements (SS) (Note: all
gained via treaty or via annual
payments – no war involved)

LEARNING UNIT 8

Population, Immigrants
and

Identity

1. British colonial practices the high level of
migration, created Malaya’s, Malaysia’s diverse and
plural society. From 1850 until 1920, large-scale
migration is Chinese, Indian, Java & Sumatra.

2. From the trade activities of its traders on their way
to China, the Malay World has been familiar to the
Arabs since the early days. Despite such early contacts,
the Chinese who mentioned the existence of a Muslim
colonial settlement in eastern Sumatra, San-Fu-Chi, led
by a leader from the Arab region, recorded their
apparent presence in this region in 55AHl674AD.

3. The Japanese in Malaya grew into a socially
cohesive community with important stakes in the
country's economy.

4. Race’ first appeared (1891 Straits Settlement
census appendix), but the 1891 census utilized the term
‘Nationality’ when describing the various sections of
the population and ‘tribe’ when discussing the various
Chinese dialect groups (Merewether 1892): 11)

5. Malaysia is a country of immigrants that do not
need to appreciate our diverse origins necessary to build
upon and express this diversity – Colours of Malaysia.

LEARNING UNIT 9

Orang Asli

1. Orang Asli is a heterogeneous group, they are widely
dispersed in all states in Peninsular Malaysia. The term “Orang
Asli” is a collective term for the 19 sub-ethnic groups officially
classified for administrative purposes under three main
categories; Senoi, Negrito, and Aboriginal Malay.

2. The Orang Asli, or literally known as “Original
Peoples”, are the descendants of the earliest known inhabitants
of the Malay Peninsula, arriving in the peninsula as early as
25,000 years ago.

3. Before War World 2, many modern Malays have some
Proto-Malay blood and have been assimilated into the Malay
communities. Then many have converted to Islam. The Senoi
and the Negrito (jungle-dwelling) were more isolated from the
outside world before War World 2.

4. After centuries of relative isolation they experienced
considerable and often brutal contact with warring factions of
outsiders. Despite unfortunate episodes and bitter experiences,
the armed struggle of the Emergency brought many benefits to
the jungle communities. The Government, which formerly
ignored and neglected them, now took an active and extensive
interest in Orang Asli's welfare and development.

5. Post-Emergency period, Jabatan Hal Ehwal Orang Asli
was formed, as far as Orang Asli affairs are concerned the sum
of M$ 1,500,000 was allocated under the Second Five Year
Plan, this document reaffirms the new government's intention
to continue to protect and recognize Orang Asli rights.

LEARNING
UNIT
10

Malaysian
Women’s
Movement

1. Women as leaders

➢ Early 20th century Arab reform movements also
influenced local education that promotes women’s
education, legal reforms, rights of women to work
and end to veiling of women.

➢ Malay women became teachers and many got
involved in women’s organizations.

➢ Chinese women involved in political movements
reflecting situation in China, joined nationalist
(KMT) and communist movements (CPM).

➢ Indian women joined Indian Independence
Movement led by Chandra Subha Bose (Rani of
Jhansi Regiment, Indian National Army.

2. Women’s labour rights

➢ Women active in labour strikes throughout Malaya
before and after WWII.

➢ In 1962-1965, labour party celebrated International
Women’s Day on March 8.

➢ Produced special booklets, passed resolutions
demanding pay for women.

➢ In 1960, setup National Council of Women’s
Organizations (NCW) initially multi-racial and
urban based women professionals.

3. Violence against women

➢ Malaysia increasing awareness of feminism, sexual
oppression and VAW.

➢ In 1982, Women’s Aid Organization (WAO) deal
with problems of battered women and domestic
violence.

➢ In 1985, 5 women’s group came together to highlight
and campaign on stopping VAW, formed the Joint
Action Group Against Violence Women (JAG).

➢ Women’s issues seen not as women’s issues but
fundamentally, discrimination and social injustice.

4. Women’s suffrage

➢ AWAS (PUTERA) and Women’s Federation
(AMCJA) pushed for women’s representation and
suffrage for women.

➢ The women fought for the right for women by law to
vote national or local elections

5. Women as consumers

➢ In 1976, Consumers Association of Penang (CAP)
consumer education, the consumer clubs of secondary
school children to teach them about basic needs,
safety and protection of the environment.

➢ Especially breast-feeding campaign and the Nestle
boycott.