The Challenge of Multicultural Education During Insurgency: The Case of Pattani, Thailand

• In Event: Comparative Research Perspectives on Educational Reform Initiatives in Developing Countries and Indigenous Peoples in Developed Countries

Abstract

For nearly a century, Islamic separatist groups have fought to establish an independent Muslim state in Pattani, Narathiwat, and Yala, the three southernmost border provinces in Thailand where the majority of the population identifies as Malay. In addition to separatism, scholars have also identified three other dynamics that collectively frame the conflict: discriminatory governance (Parks, 2010), religious fundamentalism (Della-Giacoma, 2009) and corruption (Chalk, 2008). In 2007, at the height of the conflict, Buddhist monks, civilians, and moderate Muslim civilians were shot, beheaded, dismembered and burned by Malay insurgents (Abuza, 2011; Chalk, 2008, McCargo, 2008; Melvin, 2007). In response, fifty thousand Thai Buddhists relocated to northern areas of the country out of fear and warnings of potential ethno-religious cleansing (Abuza, 2009). Currently, 6% of the population in Pattani, Narathiwat, and Yala are Buddhist (Klein, 2010). Despite ongoing violence, some educators are working toward creating a climate of understanding and tolerance by incorporating a multicultural education approach to extant curricula. This case study explored the implementation of a multicultural initiative in one primary public school in the region that enrolls both Muslim Malay and Buddhist students. Findings suggested that teachers had little to no understanding of multiculturalism and found discussing difference problematic. This lack of understanding of multiculturalism made implementation of the reform difficult for the school principal.

Authors

• Melanie Carol Brooks, University of Idaho

• Ekkarin Sungtong, Prince of Songkla University