Culturally responsive curriculum and pedagogical practices for ethnic minority students in the northern province of Thailand

บทคัดย่อ

This study examines the implementation of culturally responsive curriculum
and pedagogical practices for ethnic Karen students in northern Thailand.
Using a qualitative approach with participatory action research (PAR) elements,
the study involved document analysis, interviews, classroom observations,
and collaborative teaching unit design at Ban Karen School. Findings reveal
a complex landscape of culturally responsive pedagogy (CRP) implementation.
While the school’s curriculum remains predominantly Thai-centric, some
teachers incorporate students’ ethnic backgrounds into extra-curricular activities
and specific lessons. The school principal demonstrates support for CRP,
but teachers lack formal training in multicultural education. Students respond
positively to culturally responsive activities, showing increased engagement
and cultural pride. However, significant challenges to CRP implementation
include high teacher turnover, heavy workloads, lack of resources, and
cultural and linguistic mismatches between teachers and students. The study
recommends implementing ongoing professional development programs
focused on CRP, revising school policies to value Karen language use,
and creating a school-wide CRP implementation plan. These findings
contribute to understanding the complexities of implementing culturally
responsive education in ethnically diverse contexts and suggest pathways
for creating more inclusive learning environments for ethnic minority students
in Thailand.