Academics' Participation in Initiation Ceremonies: Charting Contested Meanings and Mixed Possibilities for Orienting Thai Freshmen

Autor/inn/en	Chamchoy, Paveena; Burford, James
Titel	Academics' Participation in Initiation Ceremonies: Charting Contested Meanings and Mixed Possibilities for Orienting Thai Freshmen
Quelle	In: Teaching in Higher Education, 26 (2021) 6, S.823-838 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chamchoy, Paveena) ORCID (Burford, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1686700
Schlagwörter	Teacher Participation; Ceremonies; Foreign Countries; College Freshmen; Hazing; Sense of Community; Cultural Background; Thailand + Suchen Sie Ihr Suchwort? Zeremoniell; Ausland; Studienanfänger; Student unions; Student organizations; Initiation rite; Studentenorganisation; Studentenvereinigung; Initiation; Initiationsritus
Abstract	University initiation rituals have long been a source of international concern. However, few English language accounts about such rituals in Southeast Asia are available, and fewer still consider the roles that teaching staff might play. This article investigates a "rab nong" ceremony in Thailand, arguing that initiation rituals have multiple and contradictory possibilities. While they can enable humiliation and other harm, they can also generate a sense of belonging among freshmen. The authors apply a collaborative autoethnographic methodology, analysing their experiences of leading a "rab nong" ritual at a newly established faculty of education in Thailand. Given the absence of senior students to initiate freshmen, faculty members took up this role instead. This interruption of the normal reproduction of the ritual enabled academics to creatively re-work ritual practices. The article outlines possible adaptations to Thai initiation rituals to make them more religiously inclusive and to destabilise conventional university power hierarchies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01