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La Thaïlande Audrey Baron-Gutty Paradigme politique et évolution des institutions éducatives. Le cas d’une société non-occidentale : la Thaïlande Audrey Baron-Gutty To cite this version: Audrey Baron-Gutty. Paradigme politique et évolution des institutions éducatives. Le cas d’une société non-occidentale : la Thaïlande. Science politique. Université Lumière - Lyon II, 2011. Français. tel-00678967 HAL Id: tel-00678967 https://tel.archives-ouvertes.fr/tel-00678967 Submitted on 14 Mar 2012 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Université Lumière Lyon 2 Ecole Doctorale ED 483 ScSo Institut d’Etudes Politiques de Lyon Institut d’Asie Orientale IAO (UMR 5062) Paradigme politique et évolution des institutions éducatives Le cas d’une société non-occidentale : la Thaïlande Thèse pour le doctorat en science politique Sous la direction du Professeur Yveline LECLER présentée et soutenue publiquement par Audrey GUTTY (BARON-GUTTY) le 28 Novembre 2011 Membres du Jury : Hélène BUISSON-FENET , Chargée de recherche de 1 ère Classe, ENS Lyon Yves DÉLOYE , Professeur des universités, IEP Bordeaux ; rapporteur Bruno JETIN , Maître de conférences, Université Paris 13 Yveline LECLER , Professeur des universités, IEP Lyon ; directrice de thèse Sandrine MICHEL , Maître de conférences-HDR, Université Montpellier 1 ; rapporteur Annie VINOKUR , Professeur des universités, Université Paris 10 1 Remerciements Je tiens à remercier, en tout premier lieu, Yveline Lecler, pour son soutien et son aide tout au long de mes années de doctorat. Malgré la distance et ses occupations, elle a su être disponible quand il le fallait et donner des conseils éclairés pour permettre à ce travail d’avancer. Je remercie également l’Institut d’Asie Orientale (IAO) pour son soutien institutionnel, mais également les collègues pour les différents échanges que nous avons eus et bien entendu, les autres doctorants, Olivier, Isabelle, Clémence, Viviana, Rozenn, pour n’en citer que quelques-uns. Le séminaire doctoral organisé par Paul Bacot, Jean-Louis Marie et Gilles Pollet à l’IEP de Lyon aura également été une source indispensable dans la maturation de ma thèse. Mon travail ne serait jamais allé à son terme sans l’aide de l’Institut de Recherche sur l’Asie du Sud-Est Contemporaine (IRASEC), et je tiens personnellement à remercier ses directeurs successifs, Guy Faure et Benoît de Tréglodé, l’équipe administrative, Sum, Mickaël, Dej, et tous les autres. Mon terrain a été rendu possible par mon accueil au CELS de Chiang Mai, et là encore je remercie tous ceux qui m’ont soutenue et aidée dans mes démarches et mes recherches. Un grand merci à Phasina Tangchuang, Alain Mounier, Bruno Jetin, Annop Pongwat, Xavier Oudin, Supat Chupradit et au personnel du CELS, Aor, Tuk, Tang et Iw. Je remercie également vivement les interlocuteurs que j’ai rencontrés lors des enquêtes de terrain que j’ai menées pendant mes deux années en Thaïlande. La qualité et la pertinence de leurs interventions, leur disponibilité m’ont permis de disposer de ressources de recherche de valeur. Un grand merci à toutes celles et tous ceux qui ont permis à cette thèse de se concrétiser et que, par manque de place, je ne peux nommer. Dans un aspect plus personnel, je remercie celles et ceux qui m’ont aidée dans cette aventure : merci Méline pour ton amitié, tes relectures avisées, et ton soutien sans faille ; merci à mes amies de la GRS pour leur constance et leur présence depuis de si nombreuses années. Un grand merci à mes parents qui croient en moi et m’épaulent dans tous mes projets, à mon frère pour son exemple de courage face à l’adversité, à ma sœur pour sa force de caractère, et à leurs familles pour la joie qu’elles me procurent. Enfin, et surtout, merci Eric pour ta patience, ta disponibilité, ton amour et ta confiance en nous. Avec nos deux fils, vous êtes mes rayons de soleil. Merci. 3 Note sur les termes thaïs La langue thaïe utilise un alphabet qui lui est propre composé de 44 consonnes, 32 voyelles, 4 marques de tons 1 et divers symboles pour indiquer la ponctuation, les nombres, etc. Pour permettre au lecteur ne connaissant pas l’alphabet thaï de lire des mots thaïs, il est donc nécessaire de les transcrire dans une langue occidentale, perdant ainsi au passage des caractéristiques importantes de la langue et répondant à un parti pris inévitable. Dans cette thèse, nous avons combiné différentes approches. Tout d’abord, le thaï présente la spécificité d’écrire certaines lettres qui ne se prononcent pas. En utilisant l’alphabet français pour écrire le thaï, on peut donc retranscrire les mots tels qu’ils sont prononcés ou bien tels qu’ils sont écrits. Nous avons choisi de mélanger les deux, non pas dans un souci d’originalité, mais plutôt pour coller à l’usage actuel, notamment dans les ouvrages en langue anglaise. Ensuite, pour certains termes administratifs, nous avons mentionné à la fois le mot thaï en utilisant l’alphabet thaï et la translittération en langue occidentale. L’objectif était d’éviter les confusions éventuelles. Enfin, pour d’autres mots, nous avons eu recours à la traduction anglaise exclusivement car son usage en était largement répandu. Le but de ces différentes options était de repousser les barrières linguistiques et de permettre un échange fructueux en donnant au plus grand nombre de lecteurs les moyens d’identifier et de comprendre les mots employés. 1 Il y a cinq tons dans la langue thaïe : neutre, bas, haut, descendant, montant mais à l’écrit il y a uniquement 4 signes tonaux, le ton neutre n’étant pas représenté par un signe tonal. 5 Liste des tableaux Tableau 1 : Recherche dans la base de données « Thèses » de la bibliothèque universitaire de Chiang Mai (Juin 2009). Mot-clé : « Mondialisation »..................................................................................................................... 31 Tableau 2 : Recherche dans la base de données « Thèses » de la bibliothèque universitaire de Chiang Mai (Juin 2009). Mot-clé : « Local Wisdom » ...................................................................................................................... 32 Tableau 3 : Présentation de l’échantillon « Enseignants ».................................................................................. 34 Tableau 4 : Présentation de l’échantillon « Etudiants » ...................................................................................... 35 Tableau 5 : Présentation de l’échantillon « Acteurs de la réforme »................................................................... 35 Tableau 6 : Présentation de l’échantillon « co-op education »............................................................................ 37 Tableau 7 : Présentation de l’échantillon « curriculum local »........................................................................... 38 Tableau 8 : Le moment de l’éducation traditionnelle dans le royaume du Siam : principes, contenu, objectifs et lieux ...................................................................................................................................................................... 53 Tableau 9 : Règnes après la chute d’Ayutthaya 1767-1910 ................................................................................. 56 Tableau 10 : Inscription dans les écoles gouvernementales (1886-1932)............................................................ 85 Tableau 11 : Le paradigme de l’école de l’Etat-Nation : principes, contenu, objectifs et lieux .......................... 93 Tableau 12 : L’école de l’Etat-Nation Providence............................................................................................. 109 Tableau 13 : Le paradigme de l’éducation de la mondialisation : principes, contenu, objectifs et lieux .......... 127 Tableau 14 : Synthèse des différents moments éducatifs .................................................................................... 128 Tableau 15 : Epoques de la Banque mondiale et paradigme politique (1946-années 2000) ............................. 131 Tableau 16 : Part de l’agriculture et des produits technologiques dans les exportations thaïlandaises, en 1981- 85 et en 1996-2000 (en % du total des exportations) ......................................................................................... 140 Tableau 17 : Les constitutions de la Thaïlande (1932-2007) ............................................................................. 148 Tableau 18 : Dépenses R&D selon le type d’acteurs (1996).............................................................................. 154 Tableau 19 : Pourcentage de la population (25-64 ans) ayant fini leur éducation secondaire, 1996................ 155 Tableau 20 : Diplômés des universités publiques par domaine disciplinaire (année académique 1997) .......... 156 Tableau 21 : Composition de la NEC – National Education Commission (1999).............................................. 162 Tableau 22 : Origine des membres de la CTEEG .............................................................................................. 163 Tableau 23 : Parcours universitaire
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