MARGINALIZATION OF MUSIC SUBJECT IN THAI BASIC EDUCATION CURRICULUM: AN ARCHAEOLOGY OF KNOWLEDGE APPROACH
ABSTRACT
This document is a qualitative
research to investigate the marginalization of the Music subject in
Thai basic education curriculum and to identify the cause of its deprivation of
acknowledgement or acceptance in Thai basic education curriculum. The research
is aimed to: 1) investigate the process of the origin and existence of Thai
basic education curriculum, 2) investigate the process of the marginalization
of Music subject in Thai basic education curriculum, and 3) investigate the
countering methods of artists, well-known Music scholars who are involved in
Thai basic education curriculum. The researcher applied 2 qualitative methods
as follows: 1) Documentary research 2)
One-on one in-depth interviews of which
the informants were primarily selected to fit the research’s objectives (Purposeful Sampling), by first recruiting a
sampling group that are highly experienced and then recruiting the next one by
the previous group’s referral (Snowball
sampling). There were altogether 15 informants with
either direct or indirect background in Music
subject in Thai basic education curriculum. The marginalization theory together
with discourse analysis using Foucault's archaeology approach was employed to interpret and explain the process of Music subject’s marginalization, related
factors, and discursive practices.
The research findings were as
follows;
1) The origin and existence
of Music subject are filled with competitions over authority under religious
discourse and Western discourse. Before Music subject was included in education
curriculum, music had existed in 3 major sections namely houses, temples, and
palaces. Later on, it was gradually brought into educational institutions and
included in education curriculum as in nowadays. However, Music subject has
been marginalized both in social and educational systems.
2) The marginalization
process of Music subject is a social process formed by religious belief, and
society’s rejection, economic system, basic education curriculum developing
process, and the nature of music teacher profession.
3) Those involved in Music
subject have been countering marginalization by using musical activities as a
tool in supporting Music subject, fostering understanding about Music subject
with people in the society, setting up Music teacher profession association,
and establishing new music movement.
Researcher: Dr.Vitchatalum Laovanich
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