“Multicultural Classrooms”: Laws, Policies, Experiences and a Management Model for Social Studies Teachers in Areas with Dense Migrants Workers (Samutsakhon, Pathumthani and Nakhonpathom)

Abstract

Social studies teachers play a very important role in fostering multicultural classrooms. For this reason, this research has three objectives: firstly to review laws and policies related to teaching and learning management in multicultural society in Thailand, secondly to study and transcribe lessons, learning and teaching experiences of social studies teachers at the elementary level in multicultural classrooms in that provinces, and  lastly to develop a teaching management model for primary social studies teachers in multicultural classrooms. This study applied a mixed research method involving a documentary research method, a qualitative research method, and a quantitative research method. The findings revealed the following three aspects. Firstly, laws and policies of Thailand have shown greater acceptance of the multicultural society of the Thai state and provide opportunities for children of migrant workers to study in the education system of Thailand. Secondly, teachers have had experiences in teaching and learning based on 3 principles: teaching using the principles of promoting justice, rights, equality, non-discrimination, non-discrimination, and the exercise of rights and liberties; the principles of promoting peaceful coexistence with understanding and tolerance as well as international friendship among ethnic groups; and the principle of reducing bias and respect for other cultures. Thirdly, teaching management in a multicultural classroom for social studies teachers at the primary level should consider 3 parts: policy environment, the environment outside the school, and the environment within the school including schools, teachers and students. Each of which has a relationship and affect each other both internally and connected with each other.