Towards independence Ketuanan Melayu

during 1950s, there active straits chinese secessionist movement in penang agitating against ketuanan melayu.

during period, straits chinese began taking interest in local politics, in penang, there active chinese secessionist movement. identifying more british malays, angered references them pendatang asing (foreigners). avoiding both umno , mca, believed while umno , malay extremists intent on extending malay privileges , restricting chinese rights, mca selfish , , not relied on. uncomfortable merger of straits settlements malaya, did not feel sense of belonging in malaya malays not considered bumiputra ( sons of soil ). 1 straits chinese leader indignantly declared, can claim more anak pulau pinang [a son of penang] 99 per cent of malays living here today. government s stout rejection of secession, movement petered out.

some suggested non-malays did not feel loyal malaya because did not consider of malayan nationality , adhere strictly own ethnic cultural backgrounds. counter this, in 1952 citizenship granted local-born non-malays, , dual citizenship prohibited, forcing non-malays choose between ancestral homeland , malaya. in contrast malay s hypothesis, majority of non-malays remained, proving allegiance malaya. ancestor of modern-day non-malay malaysian.

as malaya moved self-government, british initiated member system, modelled on cabinet system; clc, drew on members of different communities, , later described setting precedent power-sharing multiracial malayan , malaysian cabinets post-independence. @ same time, british began laying framework national education system create sense of common citizenship . barnes report commissioned, however, objected chinese community being saturated malay nationalism , bolstering ketuanan melayu. fenn-wu report, favoured chinese, did not meet malay approval. in end, barnes report s recommendations english-medium national schools implemented 1952 education ordinance, on vocal chinese protests, upset lack of provision non-malay vernacular schools. in 1956, committee headed tun abdul razak re-evaluated education system. razak report recommended vernacular primary schools permitted continue, share common syllabus national schools. vernacular secondary schools not sanctioned; national secondary schools funded. chinese community strenuously objected razak report well, launching organised campaign against it; mca s refusal oppose report cost politically in chinese constituencies. nevertheless, razak report s recommendations largely successful, , many of them remain in place of 2006.