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The Centre for Multiculturalism and Education Policy (MultiEd)

Director: Associate Professor Dr. Nongyao Nawarat

Background information
…….The Centre for Multiculturalism and Education Policy (MultiEd), formerly known as Lanna Women Centre, was established in 1991 at the Faculty of Education, Chiang Mai University, with the objective to expand its scope in dealing with issues of diversity beyond the gender aspect.  Through education, research, and networking, MultiEd aims to support diversity among people of different ethnicities, religions, languages, gender, socio-economic status, disabilities, and venerable persons.  MultiEd also aims to promote rights and voices for the voiceless and marginalized persons such as migrant and undocumented children. In 2015, MultiEd was granted to be one of excellent centers under Social Research Institute, Chiang Mai University. MultiEd collaboratively works with Faculty of Education, Faculty of Political Science and Public Administration, and Faculty of Social Sciences.

The objectives of MultiEd:
1. To conduct research and provide academic services with respect to multicultural education.
2. To establish a working network with communities and educational institutions in developing multicultural education-based curriculum and learning.
3. To utilize research for undergraduate and graduate instruction.
4. To advocate public policy in education and multiculturalism.
5. To disseminate research both in national and international academic conferences and exhibitions.

The scope of work and research includes the following components:
1. Education policies regarding linguistic rights, lifestyle, and learning cultures of marginalized/disadvantaged children both in basic and higher education.
2. Educational opportunities for marginalized/disadvantaged children both in basic and higher education since Thailand signed the declaration of the Rights of the Child.
3. Bilingual education-based teaching and learning.
4. Local communities and cultural rights-based approach in educational planning and management.
5. School culture and power of teachers in hidden curriculum.
6. Public knowledge and cultural negotiation of learners and local communities.
7. Critical pedagogy, voices, and self-determination of LGBT students, students with special needs, and students from other sub-cultural groups.
8. The construction of ‘Third Space’ concept in educational settings.
9. The power of language, ways of thinking, and learning styles of learners.
10. The integration of local knowledge and cultural capital of migrant children and ethnic minority children in the classroom.
11. Pre-service teachers and multicultural competencies.

 

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