Multicultural Education in Thailand

Autor/in	Arphattananon, Thithimadee
Titel	Multicultural Education in Thailand
Quelle	In: Intercultural Education, 29 (2018) 2, S.149-162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1430020
Schlagwörter	Foreign Countries; Multicultural Education; Educational Policy; Qualitative Research; Interviews; Content Analysis; Elementary Schools; Focus Groups; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Educational Opportunities; Teaching Methods; Student Diversity; Culturally Relevant Education; Educational Practices; Observation; Thailand + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Politics of education; Bildungspolitik; Qualitative Forschung; Interviewing; Interviewtechnik; Inhaltsanalyse; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Schülerverhalten; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Beobachtung
Abstract	This study examines multicultural education policy in Thailand. The researcher used the qualitative research methods of interviewing, observation and document examination to obtain data. Theory about multicultural education was used as a theoretical framework. The sites of study were eight primary schools that served students from diverse cultures--Muslim, Buddhist, Burmese, Cambodian and Thai--in the southern provinces of Thailand. Results showed that current educational policies do provide opportunity for migrant students to access public education. The Ministry of Education has allowed schools to apply their own rules and regulations that reflect the diverse cultures of their students. The results also show that the curriculum includes references to various cultures, that textbooks contain content that encourages students to live in harmony with people from different cultures and that some schools have implemented bilingual education programs. However, deeper analysis of school practices made it clear that what seems to be an acceptance of cultural diversity is just another form of assimilation. The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01