종족정체성 수호가 교육정책에 미친 영향: 태국 카렌족 넝따오 마을과 넝몬타 마을 비교
The Influence of Protecting Ethnic Identity on Education Policy: Comparison of Nong Tao and Nong Monta Karen Village in Thailand
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The purpose of this study is to examine the influence of protecting ethnic identity on the education policy of the Thai government. To do this, I compared with the Nong Tao and the Nong Monta Karen village in Thailand, which show differences in their identity, and analyzed them using Gramsci’s theory. The 'Muwaki School' in Nong Tao village follows the education policy stipulated by the government. This was due to economic problems, the lack of will of the villagers, and the lack of teachers to teach the Karen culture. As a result, Nong Tao villagers have national identity by adapting to the government's assimilation education policy. Nong Monta villagers, however, wanted to inherit ethnic identity through school education. They taught the students government and the Karen curriculum together through a dual curriculum. As a result, they could protect their ethnic identity. First, protecting the ethnic identity of the villagers, the school established by the villagers was recognized through the ‘National Educational Act (1999)’ and became the basis for the announcement of the 'Promotion of Non-Formal and Informal education Act (2008)'. Second, as a civil society organization that influenced the establishment of school, the resistance for moral reform of the hegemony of the ruling class by IMPECT affected the enactment of Article 18 of the Education Act. Third, the Karen teachers made it possible who graduated at the age of thirteen at Muwaki school able to issue a diploma and enter general secondary school. This Karen teacher of Muwaki School shows the role of organic intellectuals.
Abstract
The purpose of this study is to examine the influence of protecting ethnic identity on the education policy of the Thai government. To do this, I compared with the Nong Tao and the Nong Monta Karen village in Thailand, which show differences in their identity, and analyzed them using Gramsci’s theory. The 'Muwaki School' in Nong Tao village follows the education policy stipulated by the government. This was due to economic problems, the lack of will of the villagers, and the lack of teachers to teach the Karen culture. As a result, Nong Tao villagers have national identity by adapting to the government's assimilation education policy. Nong Monta villagers, however, wanted to inherit ethnic identity through school education. They taught the students government and the Karen curriculum together through a dual curriculum. As a result, they could protect their ethnic identity. First, protecting the ethnic identity of the villagers, the school established by the villagers was recognized through the ‘National Educational Act (1999)’ and became the basis for the announcement of the 'Promotion of Non-Formal and Informal education Act (2008)'. Second, as a civil society organization that influenced the establishment of school, the resistance for moral reform of the hegemony of the ruling class by IMPECT affected the enactment of Article 18 of the Education Act. Third, the Karen teachers made it possible who graduated at the age of thirteen at Muwaki school able to issue a diploma and enter general secondary school. This Karen teacher of Muwaki School shows the role of organic intellectuals.
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