Redefining “Thainess”: Embracing Diversity, Preserving Unity

Premsrirat, Suwilai

doi:10.1007/978-94-007-7244-1_1

Cited by 9 publications

(9 citation statements)

References 4 publications

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“…Innovation in Thailand's education will need to respond to multiple points of pressure and kinds of diversity. Recognition of difference has taken significant steps through initiatives of the Royal Institute of Thailand and its decade long interest in a multilingual language policy (Warotamasikkhadit and Person, 2011) and in wider fields (Vaddhanaphut, 2005;Premsrirat, 2011). (NCPO) and no date has been set for a return to electoral democratic politics and no definitive account has been offered of what kind of political dispensation will follow.…”

Section: Resultsmentioning

confidence: 99%

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Recognizing Diversity: The Incipient Role of Intercultural Education in Thailand

Bianco

Slaughter

2016

Learning From Difference: Comparative Accounts of Multicultural Education

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Thailand has a long and consistent policy of denying concessions to a pluralist vision of its identity which would arise from formal recognition of differences, and has never embraced, at the official level, any discourse approximating multiculturalism. Instead, it has stressed the importance of minority assimilation to established and privileged norms, and succeeded in propagating a general perception of itself, both domestically and internationally, as ethnically homogenous. Despite this attempt to create an image of cultural homogeneity, as the first section of this chapter demonstrates, Thailand has a long history of diversity, from the polyethnic foundations of the Kingdom of Siam to the geophysical demarcation of its territory. Suppression of diversity in Thailand has resulted in ethnic stratification, the consequences of which reverberate throughout modern society. The second component of the chapter focuses on an education commission undertaken through the UNICEF Language, Education and Social Cohesion (LESC) initiative, a component of the UNICEF Peacebuilding, Education and Advocacy (PBEA) Programme. Activities undertaken through the LESC initiative and through this particular mapping exercise represent important groundwork in creating a dialogue around difference and how it is represented and engaged with in the Thai education system. In the context of the exercise in curriculum mapping some reflections on the relevance of the notions of multicultural education for the specific setting and historical circumstances of Thailand are elaborated.

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Section: Resultsmentioning

confidence: 99%

“…national language policy. While the Institute officially adopted the national language policy in 2010 (see Warotamasikkhadit and Person (2011) in the same edition for an overview of the policy process and aims), Premsrirat (2011) (Premsrirat 2007(Premsrirat , 2011.…”

Section: Diversity In Thailandmentioning

confidence: 99%

Recognizing Diversity: The Incipient Role of Intercultural Education in Thailand

Bianco

Slaughter

2016

Learning From Difference: Comparative Accounts of Multicultural Education

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Section: Exploring a Thai-context-based Definition Of Clrrslmentioning

confidence: 99%

“…For example, Premsrirat (2014) (Bangkok Post, 2010;Cheni et al, 2017). In her chapter, entitled Redefining "Thainess": Embracing Diversity, Preserving Unity, Premsrirat (2014) insists upon the importance of promoting cultural and linguistic diversity in school settings. Besides, she argues that "the significant diversity of language and culture is frequently ignored or misunderstood, and this has resulted in marginalization for many and the gradual extinction of language and cultural heritage for some" (p. 3).…”

Section: Exploring a Thai-context-based Definition Of Clrrslmentioning

confidence: 99%

“…This opportunity may also have equipped them with literature on a more critical approach to identify a nationality. To name a few examples, several Thai and international scholars (e.g., Farrelly, 2016;Jatuporn, 2016;Premsrirat, 2011Premsrirat, , 2014Premsrirat & Samoh, 2012) urge government agencies, such as the Thai Ministry of Education and the Ministry of Culture, to redefine the concept of Thainess to be responsive to the CLR diverse identity of ethnic groups in Thailand. As a result, this critical literature may influence ways that these faculty participants have constructed their flexible notions of Thainess via the reading.…”

Section: Figurementioning

confidence: 99%

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Preparing public school leaders for culturally, linguistically, and religiously diverse communities : an exploratory multiple-case study of faculty in Thailand

Maitreephun¹

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This exploratory multiple-case study "using an application of transformative learning as its conceptual framework and using cross-case synthesis and constructing grounded theory as its analytic approach" aimed at examining how Thai faculty conceive of their teaching roles. This study collected data from six Buddhist faculty who prepared prospective school leaders for culturally, linguistically, and religiously (CLR) diverse communities in Thailand's southmost region, where Malay Muslim are the majority. Two-interview series were conducted in addition to document collection and classroom observation. The findings suggested the faculty's flexible notions of Thainess, which extended a historically and culturally dominant concept and resonated with their views of culturally, linguistically, and religiously responsive school leadership (CLRRSL) practices. They described three dimensions of CLRRSL including (1) ascertain the community context, (2) build school-community relationships, and (3) collaborate with school teachers to enhance the academic success of CLR diverse students. Based on these practices, faculty perceived their teaching roles as training school leaders to comprehend CLRRSL concepts and to develop their critical and flexible mindsets. These findings uncover gaps in the way faculty members expected and taught prospective school leaders to learn the CLRRSL concept although the concept did not embrace in the professional standards for Thai school leaders. Finally, the findings of this study suggest Thai government agencies to include the CLRRSL concept in the professional standards for school leaders, to train in-service school leaders to affirm CLRRSL work, and to prepare faculty members in leadership preparation programs for CLRRSL training.

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Thailand: Background, Economic Conditions, and Tourism

Hipsher

2017

Poverty Reduction, the Private Sector, and Tourism in Mainland Southeast Asia

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Redefining “Thainess”: Embracing Diversity, Preserving Unity

Cited by 9 publications

References 4 publications

Recognizing Diversity: The Incipient Role of Intercultural Education in Thailand

Recognizing Diversity: The Incipient Role of Intercultural Education in Thailand

Preparing public school leaders for culturally, linguistically, and religiously diverse communities : an exploratory multiple-case study of faculty in Thailand

Thailand: Background, Economic Conditions, and Tourism

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