Bruton, Royston Aubrey.; (1981) A remote Bidayuh area in Sarawak and schooling :a theoretical exploration of socio-cultural transmissions with reference to change conflict and contradiction. Doctoral thesis , Institute of Education, University of London.

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Abstract

The theoretical exploration attempts to explain the structure, and changes in the structure, of socio-cultural transmissions between a socially unstratified cognatic social structure and different levels of schooling. Using models based on Bernstein's concepts of classification and framing, it is argued that the village communities have integrated codes of socio-cultural transmissions and production. Between the two categories of transmission and production a simple systemic relationship exists. Egalitarian relations are shown to typify Bidayuh society and to constitute the dominant socio-cultural category reproduced by the transmission code. Schooling as an intrusive social institution is relatively autonomous of production. It is shown that the socio-cultural transmissions of schooling are based on a collection code, which reproduces inegalitarian relations. This reproduction was initially a refraction of alien British society and culture; but latterly became a reflection of local communal ethnicity as socio-historical formations and Malaysia's national ideology (Rukunegara). These reflections are affected by development capitalism, Chinese economic power, Malay political power and Melanau political leadership. The school's collection code is in conflict with and contradictory to the integrated codes of the Bidayuh village communities, and whilst inhibiting successful schooling,it also precipitates social de-regulation of the person. Additionally, the relative autonomy of schooling and its extended systemic relationship with modes of production in Sarawak are potential social de-regulators of the person for the majority in a complex social structure with few common values. A general conclusion is that schooling will remain a serious threat to social order and that the policy of promoting national unity and a national culture through schooling is not likely to succeed.

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