วาทกรรม“เด็กดี”: การศึกษาเปรียบเทียบแบบเรียนชั้นประถมศึกษาไทยกับมาเลเซีย

Abstract

The objective of this thesis is to analyze and compare discourses and discursive practices of “good child” in the Thai and the Malaysian social and cultural contexts by applying Fairclough's Critical Discourse Analysis theory (Fairclough, 1995) with two research hypotheses. First, the “good child” discourse in the Thai textbooks are constructed from series of discourses, namely the nation discourse, the Buddhism discourse, the Monarch discourse, the patronage system discourse and the individual duty discourse. The “good child” discourse in the Malaysian textbooks are constructed from the discourse on love of the individual dignity,the family institution discourse, the multiculturalism discourse and the Islam discourse. Second, the discourses and discursive practices of “good child” in the Thai and the Malaysian social and cultural contexts are both similar and different. As for the data group used in this study, there are 39 textbooks, 24 of Thai and 15 of Malaysian, published in the past decade (2007-2016). The results of this research reveals that the Thai and the Malaysian textbooks share similar “good child” discourses, namely the nation discourse, the religion discourse, the Monarch discourse, the senior system discourse, the patronage system discourse and the individual duty discourse. There are three different characteristics of the “good child” discourses in the Thai and the Malaysian textbooks. First, the Thai textbooks focus on the Monarch, while the Malaysian ones concentrate on religion as nation’s inspiration. Second, the Thai textbooks give more precedence to the senior system, both in family and kinship and in society than the Malaysian ones. Third, the “good child” discourse in the Thai textbooks relate to the 12 core values initiated by the government sector, while the Malaysian one relates to the Islamic teachings.