Publication: Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
Issued Date
2021-01-01
Resource Type
ISSN
1999253X
19992521
19992521
Other identifier(s)
2-s2.0-85124951755
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Austrian Journal of South-East Asian Studies. Vol.14, No.2 (2021), 149-153
Suggested Citation
Thithimadee Arphattananon Multi-Lingual and Multicultural Education in Globalizing Southeast Asia. Austrian Journal of South-East Asian Studies. Vol.14, No.2 (2021), 149-153. doi:10.14764/10.ASEAS-0064 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/79099
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
Author(s)
Other Contributor(s)
Abstract
Countries in Southeast Asia share similar characteristics in terms of ethnic and cultural diversity. Each country is rich with its population of different ethnicities, religions, and languages (Ooi & Grabowsky, 2017). To keep a balance between unity and diversity is a challenge that countries in the region commonly experience. Compared to the present time, the management of cultural diversity had not been an issue in the past. In many vassal states, ethnic groups could retain their linguistic and cultural identities. The existence of cultural diversity among tributary states helped strengthen the power of the overlords (Sattayanurak, 2016). But, in the beginning of the 19th century, this gradually changed. In Thailand, the encroachment of Western imperialism made the ruling classes to initiate nationbuilding projects. Since then, people of diverse ethnicities and cultures have been subsumed under the same national identity (Baker & Phongpaichit, 2005). In other Southeast Asian countries, nation-building projects became prominent after gaining independence following the end of World War II. Most countries relied on the centralized, unitary nation-state model to assimilate people of diverse ethnicities and cultures living within the same territory (He & Kymlicka, 2005). In almost all Southeast Asian countries, ethnic, religious, and cultural diversity has been perceived as a threat to national unity, and education is one of the tools that Southeast Asian countries have used to unify people. Mono-cultural educational policies, such as the prohibition of other languages in schools, a centralized curriculum, or the closing of schools set up by ethnic and religious groups, were implemented across countries in the region (Aguilar, 2017). These policies deprived ethnic groups and indigenous people of their cultural practices and identities. The result was resentment, marginalization, and at times, persistent conflicts, as in the case of Muslims in the southernmost provinces of Thailand. However, upon entering the 21st century, a shift in language policies reflecting an ostensible acceptance of cultural diversity has been witnessed in many parts of Southeast Asia. Articles in this special issue document such policy shifts and the movements to reclaim linguistic and cultural rights, as in the case of Thailand, Myanmar, Malaysia, and Indonesia.