The Practices of construction and reconstruction of ethnicity, Galyani Vadhana’s District Schools, Chiang Mai Province

Abstract

The study "Ethnic Identity Construction and Reconstruction Practices in Galyani Vadhana District Schools, Chiang Mai Province" is a qualitative research aimed at investigating the practices of constructing and reconstructing ethnic identity within the context of educational institutions. It delves into how these practices occur, the conditions and variables influencing them, and examines the potential changes they bring to students, schools, and communities. Data collection involved a combination of document analysis and semi-structured interviews. Researchers conducted fieldwork between May 1, 2021, and October 31, 2021. The emphasis is directed towards a target group derived from five schools, with information primarily sourced from four key informant groups: 1) school principals, 2) teachers, 3) students, and 4) community members involved in education. This study utilized three main concepts as analytical tools: 1) Identity Construction, 2) Community of Practice, and 3) Culturally Responsive Pedagogy. The findings revealed that schools in Galyani Vadhana District, Chiang Mai Province, engage in practices of ethnic identity construction and reconstruction within their premises. The research categorized the levels of these practices into three: 1) Extensive, 2) Moderate, and 3) Minimal or None. Among the five schools investigated, three exhibited Extensive practices of ethnic identity reconstruction, while two operated at a moderate level. Schools with Extensive practices typically had: 1) critical practitioners with knowledge and understanding of the significance of ethnic identity, 2) established Community of Practice within the community, consisting of like-minded individuals aiming for ethnic identity reconstruction regardless of being school staff or community members, and 3) developed curricula meeting community needs grounded in local culture, such as indigenous music or ethnic history lessons. These practices led to significant changes for students, schools, and communities, fostering pride in their roots, supporting livelihoods through local knowledge, and influencing the insertion of ethnic identity in school curricula. In the two schools with moderate-level practices, aside from lacking conditions for the aforementioned practices, three additional reasons were identified: 1) the absence of incorporating ethnic identity into the school curriculum, 2) a lack of lead practitioners understanding the importance of local ethnic identity, and 3) a lack of political power in schools.