论 1957 年霹雳州华校学潮的斗争行动

The Protests of The 1957 Perak Chinese Student Movement

Abstract

1957 年霹雳州学潮因反对殖民政府教育政策而爆发，涉及的华校数量为全马 最高，动员超过三千名学生参与行动，对学校和当地华社均造成影响。然而，现 有学术研究大多集中于槟城学潮，忽略霹雳州的规模与动员能力。本文运用塔罗 有关社会运动的理论，并结合口述历史与文献资料，分析霹雳州华校学潮的斗争 行动和机制。研究发现，学生采取多种抗争方式，涵盖常规型、破坏型及暴力型 三类。常规型斗争包括集会、提呈议决案、喊口号和唱歌，因风险较低而最为普 遍，容易动员学生参与；破坏型斗争如罢课和游行，旨在扰乱学校秩序并引发更 大的社会关注；暴力冲突则多源于警方介入或局势失控。在组织结构方面，总务 股展现出较强的组织力，带领学生同时展开多种斗争策略，而动员能力较弱的学 校则以和平、常规型斗争为主。整体而言，霹雳州学潮呈现从温和到激进的渐进 式抗争策略，反映学生在不同情境下的策略调整和应对方式。

关键词：学潮，霹雳州华校，社会运动，斗争策略

The 1957 Perak Chinese student movement erupted in opposition to the colonial government’s education policies. It involved the largest number of Chinese schools in Malaya and mobilised more than 3,000 students, exerting significant impact on both schools and the local Chinese community. However, existing scholarship has largely focused on the Penang student movement, overlooking the scale and mobilisation capacity in Perak. Drawing on Tarrow’s theories of social movements, and based on both oral histories and documentary sources, this article analyses the protest actions and mechanisms of the Perak Chinese student movement. The study finds that students adopted diverse forms of resistance, categorized into three types: conventional, disruption and violence. Conventional protests, including assemblies, resolutions, slogans, and singing, carried low risk, making them the most common and effective for mobilisation. Disruptive protests, such as boycotts and demonstrations, sought to disturb school operations and attract wider public attention. Violent clashes, in contrast, mostly arose from police intervention or situations beyond student control. In terms of organisational structure, the General Affairs Unit demonstrated strong organisational capacity, enabling schools under its leadership to implement multiple strategies simultaneously, whereas schools with weaker mobilisation capacity relied mainly on peaceful, conventional protests. Overall, the Perak Chinese student movement revealed a gradual shift from moderate to radical strategies, reflecting students’ tactical adjustments and responses to changing circumstances.

Keywords: student movement, Perak Chinese schools,social movement, protest strategies