In Malaysia, an oppressive climate persists, encompassing explicit violations of human rights—such as the excessive use of force against marginalized groups, arbitrary detentions, and the suppression of dissenting voices—as well as subtler yet pervasive forms, including microaggressions and entrenched systemic biases within policies, the social fabric, public discourse, and education.

This policy brief examines:

1. The prevalence of Paulo Freire’s banking model of education in Malaysia and its role in perpetuating an oppressive culture.
2. An alternative pedagogy proposed by Freire—problem-posing pedagogy—centered on problem-solving, collaborative dialogue, and collective action.
3. The potential for Socratic dialogue to complement and enhance Freire’s problem-posing pedagogy, particularly in addressing the plurality and intersectionality of identities in Malaysia.
4. Systemic and policy recommendations for transitioning toward a more liberal, just, inclusive, and humane future for Malaysia.