Multicultural Legacies of Early Settlements

Participants were first introduced to the concept of culture, which involves the shared practices and values of a group of people living in the same area over time. They were told that they would embark on a trail to explore and collect evidence for the cultural legacies of various ethnic groups that have settled in George Town.

Before starting the walk, participants were given an overview using a map that shows the locations of the five migrant settlements in the George Town World Heritage Site. Participants were instructed to listen to the guide, observe, and interview residents as they explored the settlements.

Participants walked the European settlement and tried to visualise activities in the past while the guide provided historical facts and anecdotes. As participants explored the heritage buildings and memorials, a brief explanation was given about the history and legacy of the structures. They also discussed the St. George’s Anglican Church, its history, function, and architecture.

At the end of the guided tour, participants were asked to highlight the perimeters of the European settlement on their map handout. The facilitator drew their attention to the names of the roads and how road naming was a way of memorialising essential people or places. Participants then filled their documentation sheets by providing evidence of British/European cultural legacies still visible today.

At the Chinese settlement, the guide explained the history of Chinese migration to Penang using a map to show their migration path from China. They explored the nearby Goddess of Mercy Temple, with the guide explaining the temple’s significance, architecture, and function. Participants observed worshippers’ practices and visited the Chinese shops selling prayer-related items such as joss sticks and flowers

Here the guide explained the migration history of the Hindu Indian community. Participants then explored the surrounding area and Sri Mahamariamman Temple to find different traditional Indian foods, religious practices, trades, languages, and clothes. The guide also explained the conventional money lending system practised by the Chettiar, a sub-group in the community. Participants observed some traders at work, such as the flower garland makers and the ottukedai.

Differentiating the Hindu Indians from the Indian Muslims, the guide explained the unique place of origin, religion, and lifestyle of the Indian Muslims. Participants then explored the jewellery trade which many Indian Muslims are involved in, and their religious complex, the Kapitan Keling Mosque, which also houses a mausoleum and religious school.

At this settlement, the guide explained the history of the Acehnese people from Sumatra and how and why they migrated to George Town. The guide narrated this settlement’s golden age and the Acehnese community’s past contributions, then explained that the community had since dwindled in numbers, leaving empty buildings. Participants reflected on the importance of safeguarding the community and living culture.

Participants were given a large blank map of the George Town World Heritage Site and were asked to complete the following tasks by placing their documentation sheets on the map:

1. Collectively locate the five historical migrant settlement areas;
2. Identify and label the built heritage legacies; and
3. Add evidence of living culture collected from their handouts.

This exercise helped participants grasp an overview of the various settlements and process the data they had collectively gathered.

After completing the map task, participants retrieved their Cultural ID Cards and were given coloured stickers, where each settlement was assigned a different colour. 

The facilitator read out various items such as food, customs, and objects from the ‘cloud’ documentation sheets on the large map. If a participant had incorporated any of these items into their life, they would place a sticker of the corresponding colour on their Cultural ID Card and make a small note next to the sticker about what they had incorporated. For instance, a Chinese participant might place a green sticker (Malay culture) on their card and label it “nasi lemak” because it was a dish they liked to eat. Participants then shared their Cultural ID with their group members.

To reflect on the overall interactive guided walk, participants wrote or drew on sticky notes according to one of the following two options given:

• Option 1 – After today’s trail, I found out that…
• Option 2 – Today, I did this for the first time…