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บัณฑิตวิทยาลัยมหาวิทยาลัยมหิดล วิทยานิพนธ์ / จ
POWERANDCULTURALREPRODUCTION INEDUCATIONOFBRU
THIPPH AWANPHORKHUANCHAI 5037456 LCRU/M
M.A. (RURALSTUDIES)
THESISADVISORYCOMMITTEE: JITJAYANGYAMABHAI, Ph.D., SIRIJITSUNANTA, Ph.D.
ABSTRACT
This research aims to describe the development of people to be happy and have positive
thinking by using education as a tool. The objective is to study the curriculum and cultural reproduction in
the educational process of Bru (An ethnic group found inThailand). The scope of this research is to study the
issues about cultural capital, power relations, and cultural reproduction in the educational process of locality
and the education in the school system of Bru children. The researcher used the researchmethodology in the
terms of Ethnography that the researcher has stayed in the research area for about sixmonths to collect data
throughparticipant observation in the field at Ta- Longvillage,Huai Phai sub- district, KhongChiamdistrict,
Ubonratchatani province.
The results showed that knowledge which is the cultural capital of the Bru children can be
divided into 3 types as follows: 1) The curriculums in schools which are academic knowledge of basic
education program. The knowledge is transmitted to or reproduced in the children with "learning" and / or
"leading to do" by teachers that can make Bru children able to read, write, calculate, and get a broader
knowledge, as well as have the ability to adapt and live in the community and society, including the
authorities in educational management such as government, school director, and teacher. 2) The curriculums
in the local community which deal with the way of life knowledge which has been inherited since the
ancestor generation. These canmakeBru’s children able to earn a living and live in the community. There is
the reproduction of cultural capital with "showing", “leading”, and "taking and doing together", including the
authorities in educational management such as government, village leader, elderly in the village, Yiang/
grandfathers ( Ancestor spirit of the Bru), monks, villagers, andmedias. 3) The hidden curriculums are often
inserted in thegeneral course, andmost activitieswill relate to teaching and encouraging awareness for living
together in a community.
The suggestions in developing the educational quality and Bru children’s capability in the
abilityof depending on themselves and living in societywith happiness should pay attention to the education
system and accompany local education harmoniously, and be consistent with the context and the real life of
people in a community. The main point focuses on all relevant sectors which have authority in managing
education such as government, schools, temples, and Bru community that need to cooperate in educational
management for developing the people and community from a cultural basis,including preserving Bru’s
culture.
KEYWORDS:POWER / CULTURALCAPITAL / CULTURALREPRODUCTION / EDUCATION/ BRU
122138 pages
ที่จัดรูปแบบ: ฟอนต์ภาษาที่ ซับซ้อน: +เนื้อความแบบ CS (Cordia
New)
ที่จัดรูปแบบ: ฟอนต์ภาษาที่ ซับซ้อน: +เนื้อความแบบ CS (Cordia
New)