Rethinking inclusive and sustainable educational development for Moken children

Abstract

Despite numerous education readjustments, efforts for equal opportunity in education, and an increase in present enrollment, many indigenous children in Thailand continue to fall behind in the formal education system. This study focuses on the Moken Chao Lay (sea people) communities in southern Thailand and looks to analyze and understand situations and shortcomings of Moken children’s education and why they are still underperforming in the formal education system. Traditional ways of knowing, especially knowing through nature, are used as a platform to rethink the way we look at indigenous children’s education in Thailand. Interview data was collected from school teachers, NGOs staff working on children and education, and academics on Moken and other indigenous peoples’ issues as well as from Moken students, community members, and elders in the communities. In addition, observation of Moken daily activities and Moken children in school/learning centers was made during each field trip. The results showed a gap between a wider open policy and practices when it came to “inclusiveness” in formal education, and that Moken and other indigenous learners were still being left behind despite educational readjustments with actual opportunities not matching the perceived opportunities. The review of alternative education movement in Thailand, especially in learning centers in several hill-tribe communities, reveals progressive curriculum and unconventional teaching methods that place a high value on indigenous ecological knowledge. One Moken learning center and two curriculums found in Moken-only schools under this study encourage hands-on learning style, life skills and livelihood skills. This study identifies alternate approaches to sustainable and inclusive education for Moken children in the Thai education context. Traditional practices of knowledge transmission are looked at to help bridge the gap between Moken learners and the formal education system in order contextualize and make relevant the curriculum that is taught. While this study only focuses on the Moken, findings and conclusions may be drawn to encompass a larger scope in terms of implications for other indigenous learners in Thailand.