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Ethnic relations in Singapore.

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HIGHER DIPLOMA IN MASS COMMUNICATION PUBLIC RELATIONS FOLIO PROJECT FOLIO PROJECT: ETHNIC RELATIONS IN SINGAPORE Introduction Situation analysis The reality of multiracialism has meant that the management of tensions has been precisely the management of relations between the ethnic groups that collectively comprise Singapore society. But the recent events have thrown light on the trend of escalating religious and ideological extremism, invigorated by globalization and new technologies. Findings In the recent August 2003, the problem of children being over reliance on their mother tongue and prefer to mingle around with their own racial group has brought about the issue of racism again. This situation of low level of inter-racial mixing is visible even in school but most has preferred a hands-off approach to such matter. Notably, the idea of racial stereotyping can be seen in some of them who have stated: 'I like to do group projects with them because we can talk in Malay if we do not understand English.' - Malay pupil 'I like to play with them because when we talk, we can speak the same language.' - Chinese pupil Quote taken from articles: A teammate? Pupils pick those of same race. Schools must learn to tackle race issues head on. Concurrent to the above findings will be the Muslim woman's headscarf (the Tudung) ...read more.


and Eurasian Association (for the Eurasian) have been established so as to address some of the social problems by the different racial groups and to maintain an environment of ethnic harmony and tolerance. One important role played by these self help groups will be to look after their respective communities, to outreach and communicate to the individuals and in this way it is able to reinforce racial segregation. Table 2 Ethnic Quotas and Self-Help Groups2 Agree: All Chinese Malay Indian The ethnic quotas in public housing estates promote racial harmony. 76 75 84 79 It is a good policy to use ethnic self-help groups to assist racial groups that are not doing well 76 75 85 77 Weaknesses According to a survey done by the National Institute of Education3 it has shown that children prefers to be with someone of their own race and this proved that not much attention have been paid on the current programmes and activities to cultivate and influence the young children and youths. School and parents are the main influencer among the young and community development personnel too is able participant to strengthen cultural awareness among these ethnic groups. Some examples: School educators such as teachers and principals need cultural sensitivity and competence to educate and relate to students of diverse backgrounds. ...read more.


The government has to follow a pragmatic and non-ideological approach in solving problems. Any group must not misuse ethnic autonomy to promote chauvinism, nor should it endanger racial or religious harmony, or threaten national, political, economic or international interests. This practical approach helped to solve many problems in a way that no group is at a disadvantaged and all are encouraged to seize equal opportunities. It is when according to Maslow's Hierarchy of Human Needs that the message been clearly defined and credibility is being formed it is able to maintain (Newsom, Turk, Kruckeberg 2000:204) . Lesson learned The brutality of the inter-ethnic war in Sri Lanka which illustrates the dangers of racial and linguistic conflicts is difficult to control once they are let loose. What Sri Lanka experience is that the initial problem over race and language need to be solved quickly, before they grow larger and more complex and become intractable. Another example will be the protracted conflict in Northern Ireland that illustrates the dangers of religious extremism. 1 Survey statistics taken from the Institute of Policy Studies July 2002 2 Survey statistics taken from the Institute of Policy Studies July 2002 3 Article: Little interracial mixing: a cause of worry? 4 Article: PM Goh shares 'Community of Excellence' vision for Malay community 5 6 Name : Marie Chen Hui Juan Class : RHM2-16P I.C : S7810597/F Student No. : 12912P ...read more.

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