Thesis (D.P. Th.)--Bob Jones University, 2004. / Includes bibliographical references (leaves 132-133).

Thesis (D.P. Th.)--Bob Jones University, 2004. / Includes bibliographical references (leaves 132-133).

Le Laos est un pays montagneux qui présente une population multiethnique. Traditionnellement, il existe de fortes discontinuités spatiales entre populations de plaine et de montagne. Les Akha, groupe d’essarteurs de montagne, illustrent alors la différence entre une culture spatiale intimement liée à la composante montagnarde, et celle de la population majoritaire lao-thaï, établie dans des paysages rizicoles de plaine. La territorialité des ces deux groupes s’inscrit alors dans deux configurations spatiales particulières, deux territoires identitaires, qui entretenaient jusqu’ici peu de rapports. Ces deux territoires identitaires ont des fonctionnements distincts : celui des Akha est fluide, reproductible, il est un territoire-milieu ; tandis que celui des Lao-thaï est relativement fixe, plus classiquement attaché aux lieux. Aujourd’hui, ces deux territoires identitaires se trouvent dans le territoire national d’un Etat moderne qui essaye toujours de se construire, sur le modèle de l’Etat-nation. Alors que les Lao-thaï, qui exercent le pouvoir dans un régime communiste, n’avaient que peu porté d’intérêt aux espaces montagnards et à leurs populations, le contexte régional et mondial leur fait porter un regard nouveau sur cette montagne. Les défis du développement engendrent des réponses politiques qui touchent particulièrement les territoires identitaires de montagne. D’un côté, les populations montagnardes sont déplacées en plaine afin de leur offrir un accès plus facile au marché et aux structures étatiques, et de l’autre, les espaces montagnards sont de plus en plus exploités pour leurs ressources. La création d’une nation semble être à ce prix. / Laos is a mountainous country with a multiethnic population. Traditionally, there are well-defined spatial discontinuities between those living on the plains and those living in the mountains. The Akha, a group that practices slash’ and burn techniques, illustrates the difference between a spatial culture intimately linked to their mountain roots, and that of the majority Lao-Thai, established in the rice paddies of the plains. The territoriality of these two groups is revealed by two particular spatial configurations, two territorial identities, which have little in common. The identities associated with these two territories have distinct functions: that of the Akha is fluid, reproducible, it is a territory – milieu; while that of the Lao-Thai is relatively fixed, classically attached to places. Today, the identities associated with these territories are part of a modern State, which is trying to build itself along the model of the nation-state. At the same time, the Lao-Thai, who hold the power in the communist regime, have barely considered the mountain regions. The challenges of development give rise to political answers that affect particularly the territorial identities of the mountain people. On one hand, the mountain populations are moved in order to offer easier access to markets and state structures, and on the other hand, the mountain spaces are increasingly exploited for their resources. The creation of a nation seems to be at this developmental price.

Vitayatprapaiphan Nongyao. / Thesis submitted in: June 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 91-96). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.1 / Preface --- p.4 / Chapter 1. --- Introduction - Knowing the Akha / Chapter a. --- Background --- p.10 / Chapter b. --- Problems the Akha People are Facing --- p.16 / Chapter c. --- Government Policy Towards the Akha and Hill Tribes in Northern Thailand --- p.22 / Chapter d. --- The Impact of Government Policy on the Akha People --- p.27 / Chapter e. --- Rituals and the Beliefs of the Akha --- p.30 / Chapter 2. --- The Traditional Musical Life of the Akha --- p.33 / Chapter 3. --- The Impact of Christianity on Akha Life and Musical Life --- p.38 / Chapter 4. --- The Impact of Tourism on Akha Life and Musical Life --- p.56 / Chapter 5. --- Prospects for the Traditional Musical Life of the Akha --- p.65 / Chapter 6. --- Conclusion --- p.73 / Appendix I: Figures --- p.82 / Appendix II: Musical Examples --- p.89 / Bibliography --- p.91

As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective. Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning. When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.

<p>As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective.</p><p>Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning.</p><p>When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.</p>

'Language Ecology and Language Planning in Chiang Rai, Thailand' had three main aims: to study the language ecology and sub-ecologies of Chiang Rai province, to study the factors and forces that affect the language ecology, and to study language plans and language policies in Chiang Rai. This study employed two main frameworks: theoretical and methodological framework. The theoretical construct is based on a parameter rich linguistic theory, Ecolinguistics, where concepts and parameters from linguistics and non-linguistics disciplines are employed. The parameter rich theory assists immensely in the understanding of language as it believes that language is interconnected with the world and the world with language. The study was conducted using ethnography as the methodological framework due to it allowing a wide array of data collection methods which include document studies, observation, participant observation, recorded and unrecorded interviews, personal communications and field notes. Moreover, ethnography provided an opportunity to reflect on the researcher's multiple identities and in varying degrees as insider and outsider. Data collection was conducted in Chiang Rai and six villages in three districts; two districts in the Greater Mae Khong Subregion (G1-IS) area namely Chiang Khong and Chiang Saen; and one district in a special economic border zone area Maesai district. The districts were chosen based on economic influences while the six villages were randomly selected. The villages studied were Wiang Mok and Huay Kok villages in Chiang Khong district; Sop Ruak and Santhaat villages in Chiang Saen province; and Phamee and Payaang Chum in Maesai district. Data were also collected from stakeholders concerned in language planning namely government and nongovernment organizations. There were two main findings in accordance with the research aims. Firstly, it was found that the language ecology and sub-ecologies of Chiang Rai province and the villages were dynamic and multiplex. The dynamics and complexities of the ecology and sub-ecologies wee dependent on numerous interactions of different factors and forces. The factors were social educational, geographical, economic, and political/geopolitical. There were four main levels of forces: world level, national level, regional/provincial level, and home level. The interaction of forces could be positive, negative or neutral to the health of the language ecology. Secondly, with regards to language planning and policy, it was found that there was no explicit minority language policy or planning in Thailand. Two types of language policy were found in Chiang Rai and Thailand: a top-down policy and quasi-bottom up policy. Both policies were education related. The top-down policies were comprised of an implicit national language policy and an explicit foreign language policy, especially for English and Chinese. The quasi-bottom up policy was the only local policy found in Chiang Rai where a Chinese language curriculum was developed at the local level but with a national economic related strategic vision. The study also suggested that future language planning and policies in Thailand should take into account the findings of language ecology and sub-ecologies in Chiang Rai. Language plans should recognise the effect of those factors and forces that will affect other languages within the same ecology. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1375070 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2009