ABSTRACT
This chapter focuses on the indigenous primary school children in Malaysia, literacy issues and aligning pedagogical practices that are inclusive and reflective so that the Malaysian indigenous children are not left behind. The Orang Asli of Malaysia are chosen as they serve as an exemplar of indigenous peoples in a developing country that hopes to achieve developed nation status in 2020. However, there is still a sizable population that still resides in some of the remotest parts of Malaysia and their levels of education and literacy is relatively low. A critical issue that has been recognized in literacy practices is the existence of large groups of indigenous primary students who face barriers, impediments, and challenges in acquiring literacy. The role of cultural capital in advantaging or disadvantaging different groups of people in the field of formal education is more disguised than economic capital.
