This book offers a compelling examination of Malaysia's ambitious ‘60:40 policy’ which prioritizes science education as a pathway to national development.Drawing on personal narratives and rural experiences, including the author's own family stories, this ethnographically rich study reveals how young Malaysians navigate aspirations for development through STEM education with profound ambivalence rather than wholesale acceptance. Aizuddin demonstrates how these experiences constitute critiques of development orthodoxy, challenging dominant narratives about science education's transformative power.Essential for scholars of postcolonial studies, education policy and Southeast Asian development, this work provides nuanced insights into how peripheral communities negotiate the promises and contradictions of science-driven modernization in postcolonial nation-building.

This book offers a compelling examination of Malaysia's ambitious ‘60:40 policy’ which prioritizes science education as a pathway to national development.Drawing on personal narratives and rural experiences, including the author's own family stories, this ethnographically rich study reveals how young Malaysians navigate aspirations for development through STEM education with profound ambivalence rather than wholesale acceptance. Aizuddin demonstrates how these experiences constitute critiques of development orthodoxy, challenging dominant narratives about science education's transformative power.Essential for scholars of postcolonial studies, education policy and Southeast Asian development, this work provides nuanced insights into how peripheral communities negotiate the promises and contradictions of science-driven modernization in postcolonial nation-building.