LOCAL HISTORY AS TEACHERS’ CURRICULAR SPACE FOR PROMOTING CITIZENSHIP EDUCATION IN THAI PUBLIC SCHOOLS
This paper focuses on how secondary social studies teachers implement local history education and their creation of a curricular space for promoting active citizenship in secondary school students. By drawing broadly on postmodern perspectives on curriculum and pedagogy, local history education under the sphere of social studies curriculum was examined through the lens of the instructional paradigm in order to challenge some of our assumptions about curriculum design. The achievement and employment of various awarenesses are emphasized in postmodern curriculum theory which supports the study of local history from multiple perspectives and allows teachers to take advantages of multiple local contexts found in the school areas. Thus, the results revealed that the teachers represented their role as curriculum leader and demonstrate sophisticated understandings of history education. They designed lessons around local history topics and included multiple perspectives with hope their students would be equipped with critical worldviews. In classroom practices, they had strategies to teach local history in meaningful, contextualized and challenging contexts, some planned extensive lessons to address multiple perspectives to local history throughout their curriculum. Insights gained have shed light that teachers have a curricular space for promoting active citizenship through local history education in social studies classrooms.
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