AN ALTERNATIVE CONCEPTUALIZATION FOR CURRICULUM DEVELOPMENT : THE CASE OF EDUCATIONAL PROJECT FOR CULTURAL DIVERSITY CONTEXT IN THE SOUTHERN BORDER SCHOOLS OF THAILAND

Abstract

Abstract

In the article the author has discussed the necessity for integrating two conceptualizations of curriculum namely the Curriculum as an Agenda for Social Resolution, and the Curriculum as the Learner’s Reflective Learning Experience in the creation the ‘Good Health for Quality Lives’ Project. One of the main purposes of this Project is to contribute greater equity in ‘quality lives’ for Thai students from Southern Border schools, those who have different cultural and social background and live in different context from students in the Central part of Thailand.

The utilization of the duo conceptualization of curriculum as the underlying concept for the Project development allows researchers, local teachers, local educators, and local community members in this Project to design specific educational program more relevant to the circumstances of the students’ lives despite the fact that Thai teachers are oppressively working under the dominant conceptualizations of curriculum: Curriculum under standard based framework, and Curriculum as planned and imposed intended outcomes.

The author’s main message is that despite the dominant conceptualizations of curriculum, it is possible for Thai educators, teachers, and researchers to design their own ways of organizing more relevant content, and instructional process in addition to the ones officially provided so that to be benefit students in their specific circumstances, in this case toward greater equity of good lives.