PhD thesis, McGill Univ., Montreal, 1995
Thailand and Taiwan have indiqenous minority populations which
central authorities have souqht to assimilate into the national
mainstrea~. In both countries public education has served as an
important tool of assimilation. This study examines the political
ideoloqy of the moral education curricula as applied to state
primary schools servinq indiqenous populations in three localities
.in each country. The direct and indirect implementation of moral
education was observed and interviews were carried out with
teachers, students, parents and community leaders. The results
show that as the indiqenous minority children become more familiar
with the national culture and its value system, they become more
aware of ethnic discrimination aqainst them, which in turn leads to
a heiqhtened sense of marqinality and enqenders antipathy toward
members of the dominant ethnic group•
Author(s): Charles P. Beaupré
Year: 1995
INTRODUCTION
CONTENTS
1
CHAPTEB l
REVIEW OF THE LITERATURE
Schooling and Political Socialization 6
The School and the State 8
Moral Education and Political Socialization 10
The School and Ethnic Minority Groups 14
The School and Involuntary Minorities 15
The School ~nd Indigenous Minorities in
Thailand and Taiwan 18
CH.\pTER II
METHODOLOGY 20
Preliminary Field Research 20
Selection of sites an& Observations 22
Interviews 24
•
CHAfTER III
THAILAND
Education
Moral Education
Northern Thailand
Three Ethnic Groups--the Akkha, the Karen,
and the Hmong
27
31
32
37
48
•
•
Official Highland Policy
CHAPTER IV
MO~~ EDUCATION IN THAI~~D'5 PRlMARY SCHOOL5
Ethnic Thai School
Hill Tribe Schools
Discussion
CHAPTER V
TAIWAN
Education
Moral Education
MajoritY/Minority Ethnic Relations
Two Ethnic Groups--the Amei and the Paiwan
Official Highland Policy
Highland Educational Policy
CHAPTER YI
MORAL EDUCATION IN TAIWAN'S PRlMARY SCHOOLS
Ethnic Chinese School
Hill Tribe Schools
Discussion
CONCLUSION
REFERENCES
APPENDICES
55
68
69
75
103
108
110
114
120
128
132
142
144
144
151
171
173
179
