Multicultural Education in Xavier Learning Community, Chiang Rai Province, Thailand

Abstract

The purpose of multicultural education is not only to preserve cultural traditions among multiethnic students but also to foster critical thinking and reflection on their newly acquired knowledge and on the events occurring around them. While many countries have already focused on the different needs of their student population integrating multicultural education, Thailand’s implementation has been limited, particularly at the preschool and secondary levels in some public schools. This research addresses this gap by focusing on a higher education institution in northern Thailand, Xavier Learning Community (XLC), which caters to students from various religions and ethnic backgrounds. The study aims to understand how XLC implements multicultural education to foster an inclusive learning environment. Employing qualitative research methods, such as participant and non-participant observation, interviews with 25 participants (including Jesuit priests, teachers, lecturers, and students), and document analysis, the research examines the curriculum and activities at XLC that promote multicultural education, critical thinking, and reflection. The research findings indicate that XLC embodies the principles of multicultural education by providing equal educational opportunities, preparing students for a diverse society, and promoting awareness of social justice. XLC’s approach effectively integrates students’ cultural backgrounds into the curriculum, creating an inclusive and supportive learning environment. Notably, critical thinking and reflection courses empower students to address social issues in Thailand. This study provides insights into the effective implementation of multicultural education in higher education settings, emphasizing its potential to establish inclusive and equitable learning environments.