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Practice and Negotiation on Human Rights Education Implementation in Schools |
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| รหัสดีโอไอ | |
| Creator | Nuengnaya Laingam |
| Title | Practice and Negotiation on Human Rights Education Implementation in Schools |
| Publisher | Mahasarakham University |
| Publication Year | 2568 |
| Journal Title | Journal of Humanities and Social Sciences Mahasarakham University |
| Journal Vol. | 44 |
| Journal No. | 6 |
| Page no. | 1174-1188 |
| Keyword | Human Rights Education, Social Studies Teacher, Practice and Negotiation |
| URL Website | https://so03.tci-thaijo.org/index.php/humsujournal |
| Website title | Journal of Humanities and Social Sciences Mahasarakham University |
| ISSN | 2672-9733 (Online) |
| Abstract | This research aims to analyze the practice and negotiation of human rights education of teachers and educators by demonstrating how secondary school teachers implement human rights education in schools. A qualitative research method was used, with purposive sampling of 8 social studies teachers who teach human rights content that engages students in the classroom, consisting of teachers from district schools, provincial schools, and top-tier schools. This research used in-depth interviews through a semi-structured interview method, with data analysis from the interviews and related documents, and the data was cross-verified through triangulation. The study discovered that human rights education is integrated into the Social Studies, Religion, and Culture, specifically in the Civics, Culture, and Living area in the Basic Education Core Curriculum 2008. It is also used as an indicator. Additionally, interviews revealed that human rights education appears in the History and Religion, Morality, and Ethics content areas as well. The findings highlighted important characteristics of the heroic teachers, including 1) using textbooks as a framework and 2) designing new learning methods, which involve understanding learners, interpreting standard indicators, linking to current situations, andintegrating extracurricular activities. This approach encompasses the development of knowledge and skills, values and attitudes, and action related to the human rights education framework. The study also found that teachers’ practices and negotiations often involve a compromise between balancing state educational objectives and emphasizing skills, attitudes, and actions rather than knowledge. In addition, the results also show that social studies teachers are perceived as of “head of the gang.” |
