Santhiram’s critique of history education in Malaysia’s school system, past and present is both valuable and timely. His study reaffirms that history’s considerable value as an educative and academic undertaking is too often hijacked by political elites. This study is a salutary reminder why such tendencies should be challenged. S. Gopinathan Professor & Former Dean, National Institute of Education, Singapore Is it true, Santhiram asks, that the origin of the Malaysian nation is from the 1400s onwards? What of the earlier periods with the influence of diverse groups from across Southeast Asia; what of the contribution of more recent Chinese and Indian migration? As Santhiram comments, Malaysian historians and history teachers have some serious soul-searching to do. They might well begin that soul-searching by reading this powerful and important book. It deserves to be read widely, indeed, if Malaysian education is to move forward. John Furlong Emeritus Professor of Education, University of Oxford, United Kingdom Santhiram has put together a highly readable narrative of the history of curriculum development, from a past oppressive colonial to the present tribal periods of Malaysian history. Santhiram tells the story simply and straightforwardly avoiding controversies but not denying the contentious nature surrounding the shaping of policies regarding the subject, its curriculum design and the construction of textbooks to buttress the implementation of the curriculum in the nation’s primary and secondary school systems. This is a very readable work. Tan Sri Gajaraj M Dhanarajan Emeritus Professor, Penang, Malaysia