Participatory methodologies offer an alternative approach to widespread conventional methods of education adopted in Thailand. With the latter failing to provide adequate educational outcomes according to international standards, alternative education could represent a valid response to this long-lasting national problem. Concurrently, the paper engages with Thai socio-cultural factors to advance solutions to students’ lack of motivation and interest in learning. Exploring the unique approach of Mosaic Learning Center, an international school in Thailand, this qualitative study offers first-hand insight into adopting participatory methodologies in the classroom. Analysing data collected through semi-structured interviews, the research aims to explore the effects of promoting student-centred, holistic, and self-directed learning, while framing participatory approaches in education within the interdisciplinary field of Communication for Development. Bridging pedagogical studies with the thematic of development and social change, the research addresses cultural questions of structural social injustice, emancipation, and children’s rights in Thailand, by advocating for liberating pedagogies based on inclusion and participation.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-52600 |
| Date | January 2022 |
| Creators | Bonvini, Lorenzo |
| Publisher | Malmö universitet, Institutionen för konst, kultur och kommunikation (K3) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.002 seconds