SCHOOL CURRICULUM MANAGEMENT FOR LOCAL ART AND CULTURE TRANSMISSION: A MULTI-CASE STUDY OF THE BORDER PATROL POLICE SCHOOLS
Article Sidebar
Main Article Content
Abstract
Local arts and cultures are important tools in education for cultivating moral values in students and molding their behaviors into desirable ones. This multi-case study aimed to explore the school curriculum management factors for promoting local art and culture (LAC) transmission in the Border Patrol Police schools, of which LAC preservation is a core mission conforming the development plan for children and youth in remote areas initiated by H.R.H. Princess Maha Chakri Sirindhorn. A field group interview was conducted for the data collection. The data were analyzed through data-driven content analysis, where codes and categories were emergent from the data. The findings unveiled four school curriculum management factors for promoting LAC transmission: 1) building partnership with external organizations, parents, and communities; 2) allocating local people as instructors such as teacher, village sages, and alumni; 3) motivating students through value cultivation, extra income support, content modernization, and fun content selection; and 4) integrating local art and culture contents with basic subjects such as science, social studies, and arts and music.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Border Patrol Police Bureau. (2015). BPP's homage to beloved princess. Bangkok: Police Printing Bureau.
Border Patrol Police Bureau. (2021). Border Patrol Police school manual. [n.p.].
Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning curriculum, content, assessment, and instruction Thousand Oaks, Californaia: Corwin Press.
Gunaviro, P. V. (2020). Local cultural conservation of Buddhist monks. Journal of Liberal Art of Rajamangala University of Technology Suvarnabhumi, 2(3), 567-578.
Mannathoko, M. C. (2013). Community involvement in the teaching and learning of arts and culture in primary schools: case study of four primary schools in Botswana. International Review of Social Sciences and Humanities, 5(2), 19-27.
Office of the Education Council. (2017). Thailand education scheme B.E. 2560-2579. Retrieved January 30, 2023, from http://backoffice.onec.go.th/uploads/Book/1540-file.pdf
Office of the National Economic and Social Development Council. (2022). The national reform plans (revised). Retrieved January 30, 2023, from http://nscr.nesdc.go.th/nesdc_uat/wp-content/uploads/2021/07/แผนปฏิรูป-ฉบับปรับปรุง-ประกาศราชกิจจาฯ.pdf
Preservation and Safeguarding of Intangible Cultural Heritage Act B.E. 2559. (2016, March 1). Royal Thai Government Gazette. Vol. 133, Sect. 19A. pp. 1-9.
Rusydiyah, E. F., & Rohman, F. (2020). Local culture-based education: An analysis of Talcott Parsons’ philosophy. International Journal of Innovation, Creativity and Change, 12(3), 592-607.
Sachakul, K. (2012). Educational provision and teacher development models based on Her Royal Highness Princess Maha Chakri Sirindhorn’s initiation: Lessons learned from projects of the Royal contribution in education for the Border Patrol Police schools. Bangkok: Faculty of Education, Chulalongkorn University.
Sari, D. R., & Murdiono, M. (2021). Culture-based education improves national insight. Paper presented at the The 1st International Seminar on Teacher Training and Education (ISTED), Purwokerto, Indonesia. Retrieved January 30, 2023, from https://doi.org/10.4108/eai.17-7-2021.2312379
Seitz, H. (2018, March). Integrating the arts and culture in the early childhood curriculum using 21st century pedagogies. Paper presented at the Society for Information Technology & Teacher Education International Conference, Washington, D.C., United States.
Sinlarat, P. (2019). Concepts: Curriculum and instruction management (5th ed.). Bangkok: Chulalongkorn University Press.
Sukadari, S., & Huda, M. (2021). Culture sustainability through co-curricular learning program: Learning Batik cross review. Education Sciences, 11(11), 736.
Sutthirat, C. (2021). Curriculum development: Theory to practice (8th ed.). Nonthaburi: MD All Graphic.
The Office of Her Royal Highness Princess Maha Chakri Sirindhorn’s Projects. (2017). Development plan for children and youth in remote areas initiated by Her Royal Highness Princess Maha Chakri Sirindhorn, Issue 5 B.E. 2560-2569 Retrieved January 30, 2023, from http://www.psproject.org/wp-content/uploads/2021/03/child_dev_plan60_69.pdf
The Office of Her Royal Highness Princess Maha Chakri Sirindhorn’s Projects. (2021). Report on the Border Patrol Police schools' performance regarding the children and youth development projects under the patronage of Her Royal Highness Princess Maha Chakri Sirindhorn. Retrieved January 30, 2023, from http://www.psproject.org/wp-content/uploads/2022/04/reportdev-child-65.pdf
Thinley, D. (2014). Cultural continuity and school education in Bhutan: Current initiatives, challenges and opportunities. Journal of Indian Research, 2(2), 95-102.
VERBI Software. (2021). MAXQDA 2022 [computer software]. Berlin, Germany: VERBI Software. Retrieved January 30, 2023, from maxqda.com
Yuliani, S., & Hartanto, D. (2017). Perceptions of education role in developing society: A case study at Riau, Indonesia. Journal of Education and Learning, 6(1), 143-157.