(Un)expected Integrity to Uphold Inclusivity: Voices of Thai Teachers as Intercultural Agents in the Educational Space
18
Issued Date
2026-01-01
Resource Type
Scopus ID
2-s2.0-105042877729
Journal Title
Exploring Equity Inclusion and Agency in Education Theory Policy and Practice
Start Page
117
End Page
134
Rights Holder(s)
SCOPUS
Bibliographic Citation
Exploring Equity Inclusion and Agency in Education Theory Policy and Practice (2026) , 117-134
Suggested Citation
Doungphummes N., Boonrugsa T., Phanthaphoommee N., Thumvichit A. (Un)expected Integrity to Uphold Inclusivity: Voices of Thai Teachers as Intercultural Agents in the Educational Space. Exploring Equity Inclusion and Agency in Education Theory Policy and Practice (2026) , 117-134. 134. doi:10.1007/978-981-95-6382-1_7 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/117734
Title
(Un)expected Integrity to Uphold Inclusivity: Voices of Thai Teachers as Intercultural Agents in the Educational Space
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
In this chapter, we listened to the voices of primary and secondary school teachers in Thailand as they attempted to promote inclusiveness and multiculturalism within and beyond classrooms. Although teachers demonstrated a profound commitment to enhancing learning of their migrant students, they encountered some obstacles in their attempts to implement an inclusive teaching approach. Among these were the social structure, the bureaucratic system, and the lack of supporting mechanisms. The teachers believed nevertheless that they were ethically and morally committed to a form of inclusive pedagogy. Through their interactions with Thai and migrant families, the teachers had developed a greater understanding of the social and economic constraints that all parents confronted. In addition, they possessed a heightened sensitivity to cultural diversity and an understanding of the broader economic and educational context influencing their students’ life worlds. The teachers thus became intercultural agents despite many limitations. This chapter also stresses the significance of increasing intercultural awareness and inclusivity in Thai education systems, which should come with more supporting schemes for teachers’ professional development and for students to gain truly equal opportunities.