Development of the English language curriculum based on culturally relevant pedagogy for students in Chiang Mai peri urban area

Abstract

There are 3 objectives of this dissertation: 1. To study and analyze the social and cultural background of students in the Chaing Mai's peri urban. 2. To study and analyze the English teachers' curriculum and the curriculum of organizing which will be related to the students' social and cultural backgrounds. 3. To develop an English curriculum based on Culturally Relevant Pedagogy: CRP of the students in the peri-urban of Chiang Mai. The research question is: What are the characteristics of developing an English curriculum based on the concept of Culturally Relevant Pedagogy (CRP) for the students in the peri-urban of Chiang Mai? The main informants were twenty-three eight grade students in “Panjai Wittaya School” (fictional name), 1 school administrator, 1 English teacher, 2 other teachers, 23 parents of the students and 1 municipal administrator in the school area, totaling 51 people. This research is the R&D research used to develop an English language curriculum based on Culturally Relevant Pedagogy for Students in Chiang Mai Peri Urban Area. The research can be divided into 3 phases: 1) the pre-research and curriculum research phase; It is a study of documents and field studies in the school area and the suburban community of the students used to bring information about the basic perspective in curriculum development. 2)The curriculum research and development phase consists of step Research 1, analysis of knowledge of the background of the community of students, teachers, and parents. D1was the process of creating the curriculum and integrating the curriculum. Step R2 was applying the curriculum as action research in the classroom, and step D2 was evaluating and reflecting on the results of using this curriculum. 3) The post-research and development phase (Post-R&D) was a critical reflection to exchange experiential learning which resulted from the curriculum development process and teaching which focused on CRP and CCW cultural content in the Chiang Mai suburbs. The results of the first phase of the research found that the suburban expansion process influenced economic changes, politics and the multicultural society of people migrating to suburban areas. These children were recipients of the educational services through the school. These students were overlooked through the lens of Deficit Approach. Phase 2 found that these students had their own community cultural wealth (CCW). This knowledge has been absorbed by the students within the context of the family and suburban community where they live and have cultural experiences. They have obtained by living in their society which supported their educational path and cultural learning. The researcher has synthesized this knowledge to develop the curriculum. The curriculum was used as action research in the classroom. After that, there was an evaluation and reflection on the results of using this curriculum. Phase 3 the curriculum has supported these students to give them hope and encouragement in their lives as well as setting goals for their lives.