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助成対象詳細(Details)

   

2015 研究助成 Research Grant Program  /  (B)個人研究助成  (B) Individual Research Grants
助成番号
(Grant Number)
D15-R-0650
題目
(Project Title)
「敵」と友になる―タイ人児童と外国人児童が互いに理解を深め、ポジティブな姿勢をはぐくむための教育プログラムの開発―
"Enemies"Become Friends: Designing education activities that build understanding and positive attitudes among migrant students and Thai students
代表者名
(Representative)
ティティマディー・アーパッタナーノン
Thithimadee Arphattananon
代表者所属
(Organization)
マヒドン大学アジア言語文化研究所
Research Institute for Languages and Cultures of Asia, Mahidol University
助成金額
(Grant Amount)
 700,000
企画書・概要 (Abstract of Project Proposal)

今日、私たちは多文化社会に生きている。タイも例外ではない。現在タイ国内には300万人以上の外国人労働者がいるとされ、外国人労働者を親に持つ児童の数はおよそ30万人に上る。政府は2005年に外国人労働者の子供たちが公立学校で学ぶことを認めたが、これにより、タイ人児童と外国人児童の間で誤解や対立が生まれるなど、多くの問題が生じている。
 本プロジェクトは、公立学校で学ぶ児童が相互に偏見をなくし、相手に対してポジティブな姿勢を持たせることを目的としている。児童同士が交流を図り、人種や民族の違いから生じる緊張を緩和して良好な関係を築くことができるような教育プログラムを、研究者と学校の教員・スタッフが協力して開発する。

Today we live in a multicultural society. Thailand is no exception. At present, data show that there are over three million migrant workers in Thailand. Among these, approximately 300,000 of them are children. As a result of the 2005 cabinet resolution, Thai government allows children of migrant workers to study in Thai public schools. However, there are many problems that ensue from this policy. The misunderstanding and hostile relationship between Thai students and migrant students is one among them. This research project aims to reduce prejudice among migrant students and Thai students who enroll in Thai public schools and develop positive attitudes among them. In this research project the researcher will work with teachers andadministrators in schools to design education activities that enable migrant students and Thai students to interact and reduce racial and ethnic tensions and then develop positive attitudes.

実施報告書・概要 (Summary of Final Report)



Today we live in a multicultural society. Thailand is no exception. Thailand has been a home for people of several ethnicities for a long time. Recently the migration into Thailand of workers from neighboring countries, namely Myanmar, Cambodia and Laos, adds to the pool of cultural diversity. At present, data show that there are over three million migrant workers in Thailand. Among these, approximately 300,000 of them are children. Currently, migrant children are allowed to enroll in public schools in Thailand and get the same benefits such as the exemption of tuition fees, school uniforms, textbooks, school lunch the same as Thai students. However, one problem that ensued from the enrollment of migrant students in Thai public school is the hostile relationship between Thai students and migrant students. This research project aimed to reduce prejudice among migrant students and Thai students who enroll in Thai public schools and developed positive attitudes among them.
In this research project, the researcher selected three public primary schools in Samut Sakorn province where a large number of migrant students enroll as the research sites. In these three schools, the researcher worked with teachers and administrators as well as students to create educational activities that build positive attitudes, reduce prejudice, and develop the feeling of respect for cultural diversity. This research project used Participatory Action Research (PAR) method because of its emphasis in the participation and action of all stakeholders to create change.
The activities in this research project were developed based on strategies of teaching for students of diverse culture, namely culturally relevant pedagogy, cooperative learning, perspective takings, and prejudice reducing. The activities developed from this research project are as follows:

No. Type/Subject Matters Name of the activities Grade Level
1 Bilingual Children Song Chang (Elephant) in Burmese and Thai Kindergarten
2 Bilingual Children Song Mod (Ant) in Burmese and Thai Kindergarten
3 Bilingual Children Song Rot Fai (Train) in Burmese and Thai Kindergarten
4 Social Sciences The symbols of Thailand 1st grade
5 Social Sciences Geography of Thailand 5th grade
7 Social Sciences The equality of producer and consumer 6th grade
8 History Trades in Ayutthaya Period 5th grade
9 Art Traditional costumes 5th grade
10 Art Dances and cultures 6th grade

These activities were put together in the “Handbook of Activities to Build Positive Attitudes among Students from Diverse Cultures” which is the output from this research project.

In the three schools where the activities and lesson plans were implemented, there was no severe prejudice. The level of prejudice in these three schools were at the “antilocution” level or the “venting out” of dislike of people of certain groups, in this case, the migrant students. As the students mentioned in the interviews, there were some “name-calling” at these schools. However, there was no fight or physical violence. Part of the reasons was the principals and teachers who treated all students the same and communicated clearly to the whole students population that everyone “eat rice from the same pot” so everyone should get along and unite, and “there were good and bad people in every society”. Thus, what the researcher and the teachers tried to achieve in the implementation of activities and lesson plans was to make students experience the cultures of their peers or “perspective taking”. This happened in the lessons on traditional costumes, “symbols of Thailand”, “geography of Thailand” and “dances and cultures” and “the equality of producer and consumer”. By doing so, the research and the teachers expected that students would know more about their friends and feel empathy for them. Although it was premature to conclude that the lesson plans that we implemented could reduce prejudice, the feedbacks from Thai students and migrant students as well as the teachers were positive.
“Mostly we emphasized Thai culture, so I think it was good that we taught about other cultures, introducing students to know about the cultures of their friends from other ethnicities”
(1st grade social science teacher, School C)

In addition to intercultural learning between students of diverse cultures, the activities and lesson plans enabled students to know more about their own cultures especially migrant students who were born and raised in Thailand. The lessons on traditional costumes, the lessons on “dances and cultures”, “g of Thailand”, “symbols of Thailand” all provided migrant students a chance to examine their own cultures by either asking their parents or searching the documents and the internet. These lessons as well as the bilingual children songs were also considered as culturally responsive pedagogy as they took into concerns students’ experiences and cultures. Parents were also satisfied that the schools valued their cultures.

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