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Primary Education in Rural Thailand : a Case Study Of - 1 - PRIMARY EDUCATION IN RURAL THAILAND : A CASE STUDY OF PRIMARY SCHOOLING IN A NORTHERN THAI VILLAGE. by Helen Janetta BUCHANAN. Thesis submitted for Master of Philosophy at the School of Oriental & African Studies. University of London. 1989 ProQuest Number: 10673263 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10673263 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT. The thesis begins with an introductory chapter in which the background to the field research, research methodology and objectives are detailed. Chapter One then outlines the socio-economic structure of Chompuu village, and provides an introduction to the school. In Chapter Two an account of recent educational development in Thailand is detailed; particular emphasis is given to curriculum changes within the past two decades. In Chapter Three, the 'hidden' curriculum and its influence in Chompuu school is considered. The political, moral and social implications of the hidden curriculum at Chompuu school are discussed with reference to the 'socialisation* of the child, and the reproduction of dominant social values in the school. Chapter Four considers the concepts of 'social reproduction' and 'socialisation' in relation to the formal school system. Chapter Five examines the related theme of knowledge and power in Chompuu village, exploring ways in which knowledge is used to establish power, or is the foundation of power in the community. Relations of power and authority in the school, and the education system in general, are then discussed in Chapter Six; the concern is with the ways in which control is established and maintained in the school by various means. The final chapter addresses school-village relations in Chompuu, looking at the role (if any) the school plays in 'development*. In the conclusion I aim to demonstrate the complexity of the role of the school in rural village life in Thailand. Although it is realised that aspects of Chompuu school and village life are unique and that the research can by no means be considered as a representation of the position in the country on the whole; it is hoped that this thesis will increase the readers' understanding of some of the many issues surrounding ‘modern* formal schooling in rural Thai society today. - 3 - NOTE ON SYSTEM OF TRANSLITERATION. The system of transliteration of Thai, into Roman script, adopted in this thesis, is that outlined by the Royal Institute of Thailand in the Journal of the Thailand Research Society, 1941. The majority of consonants are pronounced as read, exceptions are; k = hard g sound as in 'girl' kh = k aspirated ph = p aspirated not the English ph th = t aspirated not the English th ch = hardened form of ch as in the cz in 'Czech' ng = as in 'singer' never as in 'linger' (ibid.;51) The pronunciation of some vowels requires explanation; a = short sound as in the u in 'under' aa* = long sound as in ar in 'barn' i = short sound as in 'lit' ii* ~ long sound as in ee in 'keep' u = short sound as in oo in 'book' d = long sound eu (no English equivalent) uu* ~ long sound as in oo in 'too' e = short sound as in e in 'help' ae - long sound as in ai in 'hair' o = short sound as in 'fox' 9 = long sound as in or in 'horn' The use of two of the same vowels together * to denote a long vowel sound is my only deviation from the system outlined by the Royal Institute. It is felt that this will ease reading, particularly for the non-Thai speaker. Thai words (other than place names) used in the text are written in italics and a translation of the word or phrase is given where it first appears. Words or phrases which are of the northern Thai language are followed with (NT) and in some cases (CT) is used in order to distinguish a central from a northern Thai term. All Thai words which appear in the script are listed in the glossary in alphabetical order. - 4 - AKNQWLEDOEMENTS. This thesis is based on research carried out in Chompuu village, Saraphi district, in Chiang Mai province in Northern Thailand, I would like to thank all of those who made the research possible; firstly the Chompuu villagers and the staff of Chompuu school who welcomed me into their community, and who took the time to answer my questions and participate in discussions. In particular I would like to thank Khruu Pongsri and Miss Sophin Namwong who offered assistance, friendship and moral support. Secondly, my thanks to the Namwong and the Sarinuanyai families of Chompuu village for their hospitality and friendship. The research could not have taken place without the permission and cooperation of both the headmaster of Chompuu school, and the headman of the village, to whom I am indebted. Dr Chayan Vaddhanaphuti of Chiang Mai University was a great source of support upon my arrival in Chiang Mai, in helping to select a village for the field study and offering invaluable advice. Other lecturers at the Chiang Mai University whom I wish to thank are Dr Prasarporn Smitamana, Dr Anan Ganjanapan and Dr Anop Chitakasam. My thanks to Mrs Alice Liou who provided me with a base in Chiang Mai at which to collate my field notes during my time in Thailand, Throughout the period of preparation, the fieldwork period itself and the various stages of re-writing this thesis, I have been grateful for the support and advice of both Dr Andrew Turton and Mr Stuart Thompson of SOAS. I would like to acknowledge the sources of funds for my field study and research carried out at the University. Firstly my family, who have been my chief benefactors and secondly, the SOAS research fund which contributed £400 to my research in the field. Finally, my thanks to the National Research Council of Thailand, which authorised my research topic and thus enabled the fieldwork to be undertaken. - 5 - DEDICATION. To my research assistant, interpreter and friend Miss Sophin Namwong, TABLE OF CONTENTS TITLE PAGE. ABSTRACT. MOTE OH THE SYSTEM OF TRANSLITERATION. D . AKNOWLEDGEMENTS. 4-. DEDICATION. 5 . TABLE OF CONTENTS. 6, INTRODUCTION; RESEARCH METHODS AND OBJECTIVES. 10 I. Background to Field Research 10 II. Research Methodology. 14 III. Research Objectives, 19 Notes. o n CHAPTER ONE; CHOMPUU VILLAGE; SOCIO-ECONOMIC BACKGROUND OF THE VILLAGE AND THE, SCHOOL. 1.1 Introduction. c■h, c.n 1.2 The Socio-Economic Structure of Chompuu Village, 23 1,21 Family and household in Chompuu. 25 1.2ii The employment structure of the village, 27 1.3 Religion in the Village. J 1.4 The Political Structure of Chompuu village. 34 1.5 Chompuu Village School. 35 1.51 The school teachers. 35 1.51 i The pupils, 4 1 Conclusion, 43 Notes, 46 CHAPTER TWO: THE THAI PRIMARY SCHOOL SYSTEM; SOME RECENT DEVELOPMENTS. 48 Introduction. 48 2.2 The Origins of Formal Schooling in Thailand. 4 9 2.3 The Historical Link Between Formal Education 31 and Public Sector Employment in Thailand, 2.4 The Development of the Thai Primary Curriculum. 55 2.41 Concern for 'relevance', 56 2.411 The present curriculum, 59 Conclusion. 68 Notes. 21 CHAPTER THREE: THE HIDDEN CURRICULUM. 73. 3.1 Introduction. 73 3.2 The Political Implications of 75 the Hidden Curriculum. 3.21 Indoctrination and the hidden curriculum. 75 Nationalism. 75 Democracy. 78 3.3 Social Aspects of the Hidden Curriculum. 81 Conclusion. 90 Notes. 93 CHAPTER FOUR: SCHOOLt SOCIETY AND CULTURE. 94. 4.1 Introduction. 94. 4.2 Discrimination of Knowledge in the School, 96. 4.3 'Socialisation’ and Social Reproduction. 101. 4.31 Credentialism and the ‘function' of schooling. 1.01. 4.311 Schooling as initiation, 103. 4.4 Schooling and Social Mobility. 109. 4.41 The question of equality, 109. 4.4-ii The 'relevance' of schooling. 111. Cone1usi on. 115• Notes. 117. CHAPTER FIVE: KNOWLEDGE AND POKER W THE VILLAGE, 11.8 5.1 Introduction. H 8 5.2 Authority on a National Scale: the Monarchy 121 and the Bureaucracy, 5.3 Power Structure at the District and Village Levels, 124 5,31 The 'informal' village hierarchy. 129 5,3ii Religious authority - the role of the 133 village monks. 5.4 Authori ty in the Fami1y and the Influence of Education. 137 Con cIus i on, 143 Notes. 145 CHAPTER SIX: SCHOOLING AMD CONTROL. 146 6, 1 Introduction. 146 6.2 Establishing Control. 147 6.21 The bureaucratic hierarchy of the school 147 system in northern Thailand, 6.2ii Hierarchical relations within the school. 150 6.2iil The physical structure of the school 153 and its influence in establishing control, 6.3 The Maintainence of Control in the School. 157 6,3.1 Speech and behaviour codes. 157 6.311 Authority and the maintenance of control. 162 S.3iii Reward and punishment. 167 Conclusion. 170 Notes. 172 CHAPTER SEVER: SCHOOL/VILLAGE RELATIONS IN CHOMPUU. 173 7.1 Introduction, 173 7.2 The Concept of Development. 174 7.2i* Develooment' in the eyes of Chompuu villagers. 177 7.3 Education and Development. 181 7.31 Can the village school promote - * developtnent' within the community? 182.
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