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The Context and Sustainability of Social Identity of a Homeschool Group in Thailand |
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| รหัสดีโอไอ | |
| Creator | 1. Sovaritthon Chansaengsee 2. Narisara Peungposop 3. Thasuk Junprasert |
| Title | The Context and Sustainability of Social Identity of a Homeschool Group in Thailand |
| Publisher | Behavioral Science Research Institute, SWU. |
| Publication Year | 2560 |
| Journal Title | International Journal of Behavioral Science |
| Journal Vol. | 12 |
| Journal No. | 1 |
| Page no. | 55-68 |
| Keyword | socialization, identity formation, sustainability of identity |
| ISSN | 1906-4675 |
| Abstract | The research objectives were to study the advantages of homeschool group, itscontext and identities. In this study, qualitative research methodology wasemployed. Key informants were mainly parents from 7 families attending onehomeschool group in Bangkok, Thailand. Four advantages of homeschool groupemerged in the focus group discussions of homeschool parents in this groupresourcesharing, social skills, adequate number of the learners and opportunity tolearn with other children. In terms of the context, this group was established by agroup of parents who had their child(ren) study at the same kindergarten. Parentsand Mr. Tim (alias; a consultant) played the role of teachers. Additionally, theenvironment of the place for learning seemed useful and appropriate for children tolearn. From the aspect of social identity, the parents' identities related to the homeschool group were child-centered, thinking out of the box and trusting one another.The process of identity formation started with collecting experiences beforeselecting the right ones, and then connecting them to their own personal philosophy.This process also included taking feedbacks from social environment that supportedthis, as the feedbacks could convince that all identities were authentic. Theconditions that helped sustain these identities were influences from media, havingwell-established relationship with the other members of the group, attainingsufficient social support and perceiving children's advancement. |
