รูปแบบการส่งเสริมการจัดการศึกษาเพื่อความยุติธรรมทางสังคมในสถานศึกษาในสามจังหวัดชายแดนภาคใต้

Abstract

This qualitative case study aims to investigate 1) perspectives of stakeholders nvolved in educational management for social justice, 2) components in promoting educational management for social justice in the three southern border provinces of Thailand and 3) propose a model of promoting educational management for social justice in the three southern border provinces of Thailand. The participants in the research were 18 school administrators, 18 teachers and 9 directors of the Primary. Education Service Area Offices (PESAO) in the three southern border provinces. Al purposeful selection was employed for the participant recruitment of the study. in - depth- interviews were conducted for the data collection. The data were analyzed using grounded theory technique. The study revealed that 1. The perspectives of related stakeholders involved in educational management for social justice can be classified into three groups: 1) the legal and social norm group 2) the resource diffribution group and 3) the recognition dimension group 2. There are 7 components in promoting educational management for social justice in the three southern border provinces of Thailand: 1) educational management in accordance with the social context 2) development of management efficiency 3) promoting educational opportunities 4) supporting educational resources equally and equally 5) developing learners' potential 6) promotion of management education for citizenship and 7) promoting cultural acceptance. 3. A model of promoting educational management for social justice in the three southern border provinces of Thailand is a semantic model that has an interrelated conceptual structure and its principles focus on equality of educational management based on differences. It consists 7 components : 1) educational management in accordance with the social context 2) development of management efficiency 3) promoting educational opportunities 4) supporting educational resources equally and equally 5) developing learners' potential 6) promotion of education management for citizenship and 7) promoting learning and cultural skills. This study also found that the proposed model fit the context of the region, appropriate and feasible for the application