태국 남부 무슬림 사회에 대한 교육정책과 영향(남부 국경지역을 중심으로) (Education Policy and Changes in Muslim Education (Mainly in Southern Border Provinces of Thailand))

서지정보

· 발행기관 : 한국태국학회
· 수록지 정보 : 한국태국학회논총 / 21권 / 2호 / 245 ~ 283페이지
· 저자명 : 김규식

초록

Pattani, which is a province in the South of Thailand that borders Malaysia, plays a central role in Islam. In the past, Pattani was subjugated by Siam. Currently, co-existence of Malay Muslim, Thai Buddhists and Chinese-Thai forms various cultural characteristics.
Muslims, who are the majority of this region, distinguished themselves religiously, tribally and culturally from the typical Thai society and they also strive to maintain their identity.‘Pondok’, an educational institution of Muslim society maintained a close relationship with the life and culture of the Muslims in this region. It is also a place where Muslims learn about Islam as well as their identity as a Muslim.
Since 1961, government carried out policy that converted the Pondok to Islam School. Through this, government also promoted the regional stability and improved the education in Pondok that was mainly consisted of religious beliefs. They encouraged Pondok to teach general courses and along with vocational courses. However, since Muslim society did not change their views on Pondok that it is the institution which is a place for their children to get educated. This brought a difficulty to make any improvement for the Pondok.
Since the government took control and change the educational system of the Pondok, that had established its position in Muslim society came to them as a challenge to their life. However, new form of education improves gradually. As time passed by, government together with the cooperation of the Islam teachers and parents, supported Pondok as a private school that teaches both general course in accordance with vocational classes that follows the compulsory education course.
As Islamic school has been considered to have a positive role in education, people in Muslim society interest in attention to Islamic school more that before. So, numbers of Muslim youth prefer studying in Islamic school than Government Secondary school. Furthermore, Muslim teachers of these Islamic schools are trying hard to settle a cordial relation with the government and strive to make any improvement in education aspect in this region. They actively participate in politics and political activities so that they could play a leader role in the community.
Education policy of Thai government towards Muslim societies in Southern border provinces had undergone trial and error. However, they strongly struggle to respect an identity of the Muslim people and cultivate them as the citizens of Thailand. All the implementation and cooperation of stabilization policy on educational development by affiliated institutions would contribute to many improvements in Muslim society and at the same time bring peace to the southern border provinces as well.

영어초록

Pattani, which is a province in the South of Thailand that borders Malaysia, plays a central role in Islam. In the past, Pattani was subjugated by Siam. Currently, co-existence of Malay Muslim, Thai Buddhists and Chinese-Thai forms various cultural characteristics.
Muslims, who are the majority of this region, distinguished themselves religiously, tribally and culturally from the typical Thai society and they also strive to maintain their identity.‘Pondok’, an educational institution of Muslim society maintained a close relationship with the life and culture of the Muslims in this region. It is also a place where Muslims learn about Islam as well as their identity as a Muslim.
Since 1961, government carried out policy that converted the Pondok to Islam School. Through this, government also promoted the regional stability and improved the education in Pondok that was mainly consisted of religious beliefs. They encouraged Pondok to teach general courses and along with vocational courses. However, since Muslim society did not change their views on Pondok that it is the institution which is a place for their children to get educated. This brought a difficulty to make any improvement for the Pondok.
Since the government took control and change the educational system of the Pondok, that had established its position in Muslim society came to them as a challenge to their life. However, new form of education improves gradually. As time passed by, government together with the cooperation of the Islam teachers and parents, supported Pondok as a private school that teaches both general course in accordance with vocational classes that follows the compulsory education course.
As Islamic school has been considered to have a positive role in education, people in Muslim society interest in attention to Islamic school more that before. So, numbers of Muslim youth prefer studying in Islamic school than Government Secondary school. Furthermore, Muslim teachers of these Islamic schools are trying hard to settle a cordial relation with the government and strive to make any improvement in education aspect in this region. They actively participate in politics and political activities so that they could play a leader role in the community.
Education policy of Thai government towards Muslim societies in Southern border provinces had undergone trial and error. However, they strongly struggle to respect an identity of the Muslim people and cultivate them as the citizens of Thailand. All the implementation and cooperation of stabilization policy on educational development by affiliated institutions would contribute to many improvements in Muslim society and at the same time bring peace to the southern border provinces as well.

참고자료

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