An Analysis Construction of the Discourse of Nationhood with Religious Knowledge in Social Studies the Textbooks of Secondary Students

Abstract

This study aimed to study and analyze the maintenance of the meaning and value of Thai nationhood through religious knowledge using texts in high school level social studies textbooks. The study was a qualitative research project that used the critical discourse analysis method according to Fairclough's guidelines and based on two conceptual frameworks: the concept of an imaginary community and the concept of Bio-Power. The study examined thirteen selected high school social studies textbooks that are related to religion and the Thai nation. The results show that the discourse in these textbooks has contributed to a cultural nationalism that reinforces social norms by using a variety of language strategies to convey the discourse. The ideology hidden within reveals the practice of Thainess discourse as the inheritance of the main pillars of Thai society, namely the nation, religion, monarchy, and culture. The textbooks reflect the society, and the society also influences the textbooks. The texts also emphasize the need for desirable members of society who maintain Thai culture. The various ideologies conveyed through the language strategies in the textbooks are strongly related to the context surrounding the text because the textbooks are produced in the context of Thai society and under the supervision of government agencies. This allows various government policies to influence the communication of ideologies within the textbooks used in primary education. The government requires that all children be admitted to the primary education system throughout the country, and as consequently, the textbooks must be used and are easily accessed. Therefore, various ideologies in textbooks are spread to the society at large.