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Maitreephunwarapark.Pdf PREPARING PUBLIC SCHOOL LEADERS FOR CULTURALLY, LINGUISTICALLY, AND RELIGIOUSLY DIVERSE COMMUNITIES: AN EXPLORATORY MULTIPLE-CASE STUDY OF FACULTY IN THAILAND _______________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by WARAPARK MAITREEPHUN Dr. Emily R. Crawford-Rossi, Dissertation Supervisor MAY 2019 © Copyright by Warapark Maitreephun 2019 All Rights ReserveD The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled PREPARING PUBLIC SCHOOL LEADERS FOR CULTURALLY, LINGUISTICALLY, AND RELIGIOUSLY DIVERSE COMMUNITIES: AN EXPLORATORY MULTIPLE-CASE STUDY OF FACULTY IN THAILAND Presented by Warapark Maitreephun, A candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. ________________________________________________ Professor Emily R. Crawford-Rossi, Advisor ________________________________________________ Professor Lisa Flores ________________________________________________ Professor Gabrielle Malfatti ________________________________________________ Professor James Sebastian ACKNOWLEDGMENTS This dissertation cannot be completed without support from my advisors, mentors, colleagues, family, and friends. First, I would like to thank my committee chair and advisor, Dr. Emily Crawford-Rossi, for her feedback on my dissertation and inspiration for my academic careers. I always admire her work and learn a lot from her experiences. Second, I would like to thank my committee members—Drs. Lisa Flores, Gabrielle Malfatti, and James Sebastian—for their encouragement and constructive feedback. Their suggestions help me prepare to grow in the academic world. Third, I would like to thank my previous co-advisor (Dr. Noelle Witherspoon Arnold), my Jackson Scholars mentor (Dr. Martin Scanlan), and my Mizzou mentor (Dr. Rosalie Metro). I am always thankful and feel very lucky that my path once crossed these inspiring persons. Fourth, I would like to thank my ELPA folks—Dena, Jason, Jeong-mi, Jinmyung, Laura, Palwasha, Stephanie, Van, to name a few. Special thanks to Laura, Palwasha, and Stephanie for your time reading and giving feedback on my dissertation. Special Thanks to Jinmyung; I could not have surviveD the first couple years of the program without your company. Fifth, I would like to thank every Thai friend in: Aui and Note, Chantra, Champ, King, Mickey, Pae, Pao, Pitcha and Pie, Prim and Lookpla, Ranu and her family, Wattana, Wit, to name a few. Special Thanks to Chantra who always give supportive words, and Suwit who is always beside me in either bad or good days. Sixth, I would like to thank PSU colleagues—Drs. Nattawit, Ekkarin, and Chawalit—for this life-changing opportunity. Seventh, I would like to thank my parents, especially my mom who showed me how strong she was while I was in the States. Finally, I would like to thank the PSU’s Faculty of Education and the MU’s College of Education for both in-kind and in-cash supports. ii TABLE OF CONTENTS ACKNOWLEDGMENTS………...………………………….………………….………. ii LIST OF ILLUSTRATIONS……………………………………………………...…......vii LIST OF TABLES……………………………………………………….………….…..viii LIST OF ABBREVIATIONS……...……………………………………………...……...ix ABSTRACT………………………………………………………………………..….......x Chapter 1: INTRODUCTION Introduction……………………………..…………………………………………1 Statement of the Problem………………………………………………………….2 Purpose of the Study………………………………………………………………7 Research Questions…………………………………………..……………………8 Conceptual Framework……………………………………………………………9 Research Design…………………………………………….……………………11 Definitions of Key Terms…………………………………….………………….12 Significance of the Study……………………………………….…………..……14 Organization of the Dissertation…………………………………………………16 Chapter 2: LITERATURE REVIEW Introduction…………………………………………………………......………..18 An Overview of Diversity in Thailand……………......……………………..…..18 Ethnic Diversity in Thailand…………………………………………………19 Regional Differences and Diversity………………………………………….21 “Thainess” and “Otherness”………………………………..……………………24 Historical Contexts: Acculturation of Ethnic Minoritized Groups to the Thainess……………………………………………………..…………...26 Cultural and Religious Tensions in Thailand’s Southernmost Region…………..29 A Historical View of Political Tensions in Thailand’s Southernmost Region..……………………………………..………………………..…..29 Thai Government Schools: An Effective Vehicle for Promoting “Thainess”…..31 An Overview of Thai Basic Education………………………………………31 Assimilationist Practices in Thai government Schools………………………33 School Practices……………………………...…………………………..33 School Textbooks…………………………………………………...……36 School Curriculum……………………………………………………….36 Language of Instruction……………………………………………...…..37 The Resistance of Melayu Thais to State-Provided Education……………….….38 Prolonged Insurgency in the Southernmost Provinces of Thailand……….....41 Government School Leadership in Southern Thailand…………………….…….42 Professional Licenses and Standards for Thai School Leaders…….………..…..44 Professional Licenses for School Leaders…………………………...………44 Professional Standards for School Leaders…………………………………..45 iii Chapter 2: LITERATURE REVIEW (continued) The Challenging Role of Government School Leaders in Southern Thailand…..46 Applying National Educational Requirements to Unique Regional Circumstances…………………………………………..………………..47 Improving Educational Quality Under a Restricted Budget…………..….….49 Leading Government Schools Under the Violent Unrest……...…………….49 Implementing Unclear Goals to Promote Multicultural Education………….51 Promoting Multicultural Education During the Insurgency…………...…….53 Preparing Government School Leaders for CLR Diverse Schools and Communities....................................................................................................54 Administrative Leadership Preparation Programs in Southern Thailand……55 Faculty Members in the ALPP in Southern Thailand………………..………55 Culturally, Linguistically, And Religiously Responsive School Leadership……56 Root of CLRRSL in the United States……………………………………….57 Exploring a Thai-Context-Based Definition of CLRRSL………..………….58 Conceptual Framework…………………………………………………………..60 Adult Learning Theory……………………..………………………………..61 Transformative Learning…………………………………………………….61 Transformative Learning: An Application….……………………………65 Conclusion……………………………………………….………………………68 Chapter 3: METHODS Introduction…………………………………………………………......………..71 Research Questions…………………..………………………..……………...….71 Methodology………………………..……………………………………………73 Research Design…………...………………………………..……………………74 Case Study Design………...…………………...…………………………….74 Embedded, Multiple-Case Design...……………………………………..77 Exploratory Purpose………………………………………………...……78 Local Knowledge Case…………………...………………………...……78 Study Site……………………..………………………………………………….79 Administrative Leadership Preparation Program (ALPP) Selection…...……80 Research Participants………………………………………………………...…..81 An Overview of Faculty Participants……………………………...…………82 Access to Research Participants………………………...……………………87 Methods…………………………………………………………………………..88 Data Collection…………...………………………………………………….88 Data Analysis………………………………………………………...………92 Cross-Case Synthesis………………………………………………….…92 Constructing Grounded Theory…………...…………………………93 iv Chapter 3: METHODS (continued) Trustworthiness………………………………………………………………..…95 Triangulation…………………………………………………………………96 Prolonged Engagement………………………………………………………97 Thick Description…………………………………………………………….97 Member Check……………………………………………………………….97 Reflexivity and Positionality…………………………………………………98 Positionality………………………..…………………………………….98 Limitations………………….………………………………………………..…101 Ethical Considerations…………..……………………………………………...103 Conclusion………………………………………………..……….……………104 Chapter 4: FINDINGS Introduction…………………………………………………………......…..…..106 Faculty Members’ Notions of Thainess……………………….....…..…………106 A Flexible Notion of Thainess…………………...…………...…..………...107 A Historically and Culturally Dominant Concept…….……..…..…..…107 A Fluid and Inclusive Concept…………………………….…..……….110 Faculty Members’ Conceptualization of CLRRSL Practices………………......115 Ascertaining the Community Context by Proactively Interacting with the Community………………………......…………………………..….109 Proactively Interacting with Community Leaders and Members….…...120 Building the School-Community Relationship……….…………...…..……122 Working Collaboratively with School Teachers to Enhance the Students’ Successes……………………………………...…………………..…….124 Faculty Members’ Perceptions of their Teaching Roles…….……………….…129 Infusing the Regional Context and Content around CLRRSL Practices..….130 Integrating Content about CLRRSL into Instruction and in Classroom Discussion……………….....………………………..…………..….133 Being Careful in Discussing Sensitive Content…………..………...138 Teaching to Enhance CLR Responsive Leaders’ Critical and Flexible Thinking Skills………………………..…………………………….141 Conclusion…………………………………...………………..………………..145 Chapter 5: DISCUSSIONS AND IMPLICATIONS Introduction…………………………………………………………....………..148 Summary and Discussion of Key Findings…………………………….……….149 Implications and Recommendations……………………………………..……..173 Areas of Future Research……………………………...……………………..…177 Conclusion…………………………………………………..……………...…..181 References………………………………………………………………………..……..182 v Appendix A: English and Thai Version of an Official Recruitment Letter……...……..205 Appendix B: English
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