LEADER 03719 am 2200673 n 450 001 9910313024703321 005 20180215 010 $a2-35596-000-3 024 7 $a10.4000/books.irasec.723 035 $a(CKB)4960000000012701 035 $a(FrMaCLE)OB-irasec-723 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/45871 035 $a(PPN)229999735 035 $a(EXLCZ)994960000000012701 100 $a20180703j|||||||| ||| 0 101 0 $aeng 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducation, Economy and Identity $eTen years of Educational Reform in Thailand /$fSupat Chupradit, Audrey Baron-Gutty 210 $aBangkok $cInstitut de recherche sur l?Asie du Sud-Est contemporaine$d2018 215 $a1 online resource (118 p.) 311 $a616-90282-0-3 330 $aModern education in Thailand started at the end of the nineteenth century under the impulse of King Chulalongkorn. Many scholars tracing back the evolution from traditional education to a modern education system emphasized the feeling of necessity that motivated this transformation. Wyatt (1969), Mead (2004) and Watson (1982) underlined the need for a modern administration, to handle the Siamese nation-state ?as? the Western states, and in that respect, the key role played by education to structure the new Siam and to appear to the eyes of the world as civilized (Peleggi 2002). The shaping of a new education took place amidst strong political struggles. Siam needed to stand firm within the regional arena, swept by the winds of Western colonialism. Internally, King Chulalongkorn had to legitimize his power and to unify the kingdom by integrating satellite kingdoms into a wider space, the Siamese nation state. Education was vital for this mission as it would contribute not only to bringing state power into the provinces through state-paid teachers and government officials, but also to transmitting a whole nation-related imagery to the young generations. Giving rise to Thai-ness among the populations located at the margins of the kingdom was a tremendous ordeal. In the Southern part of the kingdom, population was mainly Muslim, spoke Malay and felt culturally closer to the Malay state (Dulyakasem 1991). In the Northern part, incorporating the Lanna kingdom and hill tribe populations into Siam proved not to be easy. Ideological, social and national values were introduced into education delivered to students, and with the implementation of the Compulsory Education Act of 1921, school attendance tied children and parents to the nation state and made them liable to it. 606 $aAsian Studies 606 $aéducation 606 $asavoirs 606 $aréformes 606 $aThaïlande 606 $aknowledge 606 $areform 606 $alocal 606 $aThailand 610 $areform 610 $aThailand 610 $alocal 610 $aknowledge 615 4$aAsian Studies 615 4$aéducation 615 4$asavoirs 615 4$aréformes 615 4$aThaïlande 615 4$aknowledge 615 4$areform 615 4$alocal 615 4$aThailand 700 $aBaron-Gutty$b Audrey$01314733 701 $aBuadaeng$b Kwanchewan$01314734 701 $aBurapharat$b Chitrlada$01314735 701 $aChupradit$b Supat$01314736 701 $aLeepreecha$b Prasit$01314737 701 $aChupradit$b Supat$01314736 701 $aBaron-Gutty$b Audrey$01314733 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910313024703321 996 $aEducation, Economy and Identity$93031913 997 $aUNINA