The States and Problems of Peacebuilding Education Development of Government Schools in 3 Southernmost Provinces of Thailand

Abstract

The objective of this research is to analyse states and problems of peacebuilding education development in government schools in three Thai Southernmost provinces by using the 4Rs framework of Novelli, Cardoza, and Smith (2017). The qualitative case study approach was adopted. The data were collected from 26 teachers from 13 government  schools in Narathiwat province by interview. After that, the data were analysed by thematic analysis using the 4Rs framework as priori analytic code.

The findings revealed that the current situations and school management in this area have had problems of inequality, respecting differences, participation, and reconciliation that are structural violence
hindering peacebuilding education development. As this research is part of the main research of the Promotion of Peacefulness in Thai Society Project Year 2, aiming to develop the teacher training
curriculum for teachers in this area to foster peacebuilding education, these findings are important as the understanding about the underlying causes of the ongoing situation for curriculum development. They, that is, suggest the expected teacher training curriculum should provide teachers with knowledge and understanding in five issues: education management responding to the national core curriculum, local needs, and education policies; the concept of multiculturalism; participatory education management; and the concept of peacebuilding education.