Breaking the Mold of Liberal Multicultural Education in Thailand through Social Studies Lessons

Autor/in	Arphattananon, Thithimadee
Titel	Breaking the Mold of Liberal Multicultural Education in Thailand through Social Studies Lessons
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94 (2020) 2, S.53-62 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2020.1860873
Schlagwörter	Multicultural Education; Social Studies; Teaching Methods; Foreign Countries; Social Justice; Power Structure; Educational Attitudes; Minority Groups; Lesson Plans; Grade 5; Grade 6; Instructional Design; Cultural Awareness; Role Playing; Cooperative Learning; Problem Solving; Middle School Students; Cultural Pluralism; Childrens Rights; Economic Factors; Social Systems; Business; Laborers; Social Differences; Information Sources; News Reporting; Thailand + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Soziale Gerechtigkeit; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ethnische Minderheit; Lesson planning; Unterrichtsplanung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lesson concept; Lessonplan; Unterrichtsentwurf; Cultural identity; Kulturelle Identität; Rollenspiel; Kooperatives Lernen; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kulturpluralismus; 'Children''s rights'; Kindesrecht; Ökonomischer Faktor; Social system; Soziales System; Business studies; Wirtschaft; Betriebswirtschaft; Sozialer Unterschied; Information source; Informationsquelle; News report; Reportage
Abstract	Multicultural education aims for social justice and a democratic society in that education should eradicate structural inequality and unequal power among majority and minority groups. These critical aims of multicultural education have been toned down when it comes to practice. In many parts of the world, multicultural education is often implemented in the form of recognition of visible elements of culture. Similar to other countries, schools in Thailand prefer the liberal form of multicultural education over the radical and critical ones. This study originated from dissatisfaction with how multicultural education has been implemented in Thailand and concern with its effects on students and the society at large. As part of the study, five social studies lessons were redesigned to challenge the liberal form of multicultural education. The lessons were taught in 5th and 6th grade classrooms in six participating schools. This article describes how the lessons were designed and delivered in the actual classrooms. The conceptual framework underpinning this study is critical multicultural education which views education as a hegemonic tool. In order to balance power among majority and minority groups, education should help students discern distorted power structures in society. In these lessons, "culture" was not regarded as static practices or artifacts but, rather, as the lived experiences of students and their families. In all the lessons, inquiry-based instructional methods were used. The instructional techniques used were cooperative learning, role playing and collaborative problem-solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01