CHALLENGES OF TEACHING AND LEARNING HISTORY: THE CASES OF THAILAND AND NEW ZEALAND
History, in many countries around the world, tends to be undermined (de Oliveira, 2008; Vickers, 2016). It is essential to learn about controversial historical issues in order to participate constructively as citizens in a democratic society (Sheehan, 2017). This is a trigger to the quest of powerful knowledge. After reviewing literature concerning curriculum issues nationally and internationally, this article attempts to discuss the challenges of teaching and learning history in Thailand and New Zealand regarding an educational curriculum setting. The article begins with a historical background of the two countries, their curriculums, purposes and how history teaching and learning are conveyed in the two countries. Then, the discussion proposes three arguments. Firstly, the state’s strictly prescribed curriculum of Thailand challenges teachers’ autonomy to teach well-rounded history critically and effectively. Secondly, a high-autonomy curriculum of New Zealand leaves teachers with facing challenges of teaching history and struggling on their own. Lastly, controversial historical events matter in developing young people to constructively participate in a democratic society that is aiming to build social cohesion.
Prospects in Anthropology, Art History, Economics, History and Political Science, edited by Elizer B. Ayal, pp. 193-247. Papers in International Studies, Southeast Asian Series, No. 54. Athens, Ohio:Ohio University, 1978.
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). London: Routledge/Kegan Paul. Ausubel, D. P. (1967). Crucial psychological issues in the objectives, organization, and evaluation of curriculum reform movements. Psychology in the Schools, 4, 111–121.
Barton, K.C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship
Teaching and Learning,7, 131–142. http://dx.doi.org/10.1386/ctl.7.2.131_1
Barton, K.C., & McCully, A. (2007). Teaching controversial issues ...where controversial issues really matter. Teaching History, 127, 13–19.
de Oliveiria, L. C. (2008). "History Doesn't Count": Challenges of Teaching History in California Schools. History Teacher, 41(3), 363-378.
Deng, Z. (2015). Michael Young, knowledge and curriculum: an international dialogue. Journal of Curriculum Studies, 47(6), 723-732.doi:10.1080/00220272.2015.1101492
Enright, P. (2012). Kua takoto te manuka: The Challenge of contested histories. In M. Harcourt and M. Sheehan (Ed.) History Matters: Teaching and learning history in New Zealand secondary schools in the 21st century (pp. 85-104). Wellington: NZCER Press
Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
Harcourt, M. (2015). Towards a culturally responsive and place-conscious theory of history teaching. set: Research Information for Teachers,2, 36-44. doi:10.18296/set.0016
Harrison, R. V. (Ed.). (2014). Foreword. Disturbing Conventions: Decentering Thai Literary Cultures. (pp.xiii-xix). London and New York: Rowman and Littlefield International.
Jatuporn, O. (2016). Education for Enculturating the "Thainess" Ideology: Decolonizing the Siamese Colonial Discourse in the Social Studies Curriculum. Journal of International Social Studies, 6(2),130-140.
Kitson, A., & McCully, A. (2005). “You hear about it for real in school”: Avoiding, containing and risktaking in the history classroom. Teaching History, 120, 32–37.
Lamont, W. (Ed.). (1998). Historical controversies and historians. London and NewYork: Routledge.
Levstik, L. S. (2000). Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, Teaching, & Learning, History (pp. 284–305). New York:NYU Press.
Ministry for Cultural and Heritage. (n.d.). History of New Zealand, 1769-1914. Retrieved from https://nzhistory.govt.nz/culture/history-of-new-zealand-1769-1914, updated 2-Apr-2019
Ministry of Education. (2001). The Basic Education Curriculum B.E. 2544 (A.D. 2001). Retrieved from http://lib.edu.chula.ac.th/FILEROOM/CABCU_PAMPHELT/DRAWER01/GENERAL/DATA0000/00000217.PDF
Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media.
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008), Retrieved from http://www.act.ac.th/document/ 1741.pdf
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008), Retrieved from:http://www.act.ac.th/document/1741.pdf
Mutch, C., Hunter, P., Milligan, A., Openshaw, R. & Siteine, A. (2008). Understanding the Social Science as a Learning Area. Retrieved from http://nzcurriculum.tki.org.nz/content/download/2609/34003/file/SSPP%20final%2031%20July%2009%5B1%5D.doc
New Zealand Parliament. (2016). ‘Petition of Waimarama Anderson and Leah Bell’, Retrieved from https://www.parliament.nz/en/pb/sc
/reports/document/51DBSCH_SCR72212_1/petition-20140037-ofwaimarama-anderson-and-leah-bell (accessed June 8, 2019).)
O’Malley, V. (2016). What a Nation Chooses to Remember and Forget: The War for New Zeal- and’s History. Retrieved from https://www.theguardian.
com/commentisfree/2016/oct/18/what-a-nation-chooses-to-rememberand-forget-the-war- for-newzealands-history (accessed June 2,
O’Malley, V., & Kidman, J. (2018). Settler colonial history, commemoration and white backlash: remembering the New Zealand Wars. Settler
Colonial Studies, 8(3), 298-313. doi:10.1080/2201473X.2017.1279831
Saraya, D. (1986). Prawattisat Thongthin [Local History]. Bangkok: Muang boran.
Sheehan, M. (2010). The Place of "New Zealand" in the New Zealand History Curriculum. Journal of Curriculum Studies, 42(5), 671-691.doi:10.1080/00220272.2010.485247
Sheehan, M. (2017). A matter of choice: Controversial histories, citizenship, and the challenge of a highautonomy curriculum. Curriculum Matters, 13, 103-114. doi:10.18296/cm.0023
Sheehan, W. M (2008) ‘Defending the High Ground’: The Transformation of the discipline of history into a senior secondary school subject in the late-
20th century: A New Zealand curriculum debate. Doctoral dissertation, Massey University.
Shemilt, D. (2000). The Caliph’s Coin: The Currency of Narrative Frameworks in History Teaching. In P. N. Stearns, P. Seixas and S. Wineburg
(Ed.), Knowing, Teaching, and Learning History: National and International Perspective (pp. 83-101). New York: New York University Press.
Tawil, S., & Harley, A. (2004). Education and identity based on conflict: Assessing policy for social and civic reconstruction. Education, conflict
and social cohesion. Geneva, UNESCO: International Bureau of Education.
Vickers, E. (2016). Undermining social sciences and humanities. Retrieved from:https://www.universityworldnews.com/post.php?story=20160126
Winichakul, T. (1995). The Changing Landscape of the Past: New Histories in Thailand Since 1973. Journal of Southeast Asian Studies, 26(1),99-120. doi:10.1017/S002246340001051
Winichakul, T. (2011). Siam’s Colonial Conditions and the Birth of Thai History. In V. Grabowsky (Ed.), Unravelling Myths in Southeast Young, M. (Ed.). (1971). Knowledge and control: New directions for the sociology of education. London: Collier-Macmillan.
Zembylas, M. (2017). Wilful Ignorance and the Emotional Regime of Schools. British Journal of Educational Studies, 65(4), 499-515. doi:10.1080/00071005.2017.1290785
Zumwalt, K. (1995). What’s a National Curriculum Anyway? In E.W. Eisner, The Hidden Consequences of a National Curriculum (pp. 1-12). Washington, D.C.: American Educational Research Association.
Copyright (c) 2020 National Research Council of Thailand (NRCT)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The article published and information contained in this journal such as text, graphics, logos and images is copyrighted by and proprietary to the National Research Council of Thailand.
The article will be published under a CC-BY-NC-ND license (https://creativecommons.org). This license means that anyone may freely read, download, distribute and make the article available to the public (in printed and electronic form), provided that the author and the journal as the source are acknowledged, whereas no commercial use is allowed and the work may not be altered, transformed or serve as the basis for a derivative work.