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Understanding Migrant School-Aged Children’s Education in Public Schools Thailand: Teachers’ Perspectives and Classroom Narratives

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  • Tipaya Peungcharoenkun
  • Budi Waluyo

Abstract

Despite Thailand’s popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand’s public schools. However, knowledge in this area is important for improving Thailand’s education policy and curriculum for migrant children and addressing issues related to Thailand’s migrant education. As a response, framed by a phenomenological approach, this study conducted classroom teaching observations and interviews with Thai public-school teachers in the provinces, which are well-known for their large migrant populations. Presented in classroom narratives and teachers’ perspectives individually, the findings revealed teachers’ intentional misperceptions of ethnicity, pedagogical strategies to integrate migrant children into classrooms with Thai students, barriers that teachers must overcome to aid the educational advancement of migrant children, and non-governmental organizations’ support for teacher training (NGOs). Since Thailand has implemented a policy allowing migrant and stateless children to freely enroll in public schools, this study calls for the implementation of non-discriminatory, integrative efforts at the school level, beginning with the provision of training for teachers on multilingual education and ending with the enhancement of school participation in the integration of migrant children into the educational environment.

Suggested Citation

  • Tipaya Peungcharoenkun & Budi Waluyo, 2024. "Understanding Migrant School-Aged Children’s Education in Public Schools Thailand: Teachers’ Perspectives and Classroom Narratives," SAGE Open, , vol. 14(2), pages 21582440241, April.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241245379
    DOI: 10.1177/21582440241245379
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    References listed on IDEAS

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    1. Mya Mya Thet & Piriya Pholphirul, 2016. "The Perception of Myanmar Development on its Return Migrants: Implications for Burmese Migrants in Thailand," Journal of International Migration and Integration, Springer, vol. 17(4), pages 995-1014, November.
    2. Sidsel Boldermo & Elin Eriksen Ødegaard, 2019. "What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability," Sustainability, MDPI, vol. 11(2), pages 1-13, January.
    3. Deborah Nusche, 2009. "What Works in Migrant Education?: A Review of Evidence and Policy Options," OECD Education Working Papers 22, OECD Publishing.
    4. Chen, Yuanyuan & Feng, Shuaizhang, 2013. "Access to public schools and the education of migrant children in China," China Economic Review, Elsevier, vol. 26(C), pages 75-88.
    5. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
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