Nong Khai in the Shadow of Indochina and the Study of Regional History Through Border Areas
Article Sidebar
Main Article Content
Abstract
This academic article aims to examine the significance of the Indochina region as a historical and geopolitical space that reflects the dynamics of power culture and economy while also designing approaches to learning by using Nong Khai Province as a case study for integrating borderland history into secondary education. This qualitative research consists of document analysis, classroom-based field studies, interviews with history teachers, and the synthesis of instructional design guided by Taba’s curriculum framework alongside the concepts of Learning in Space and Borderland Studies.
The findings reveal that some teachers were able to integrate Indochina history and borderland contexts into their teaching plans by connecting them to significant events, such as the Haw Wars and cross-border trade. Moreover, learning through field activities and engagement with real spaces enhanced students’ deep understanding enabling them to formulate questions, analyze and communicate creatively. However, such practices still face limitations in terms of teaching materials budgets time and policy support. Local history learning in Nong Khai under the framework of Thai nationalism often reproduces centralized narratives and silences borderland voices. The use of the Shadow of Indochina framework opens space to recognize the agency of borderland communities as historical actors liberating education from state domination and fostering pluralistic learning that reflects local memories. Accordingly, this article proposes learning approaches that connect students with real-life contexts through direct experiences, the creation of community-based historical media and the development of global citizenship skills for the 21st century. It also highlights the need for systematic curriculum development instructional materials and teacher competencies alongside diverse assessment methods such as mind maps discussions creative media and exhibitions to promote sustainable and in-depth borderland history learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aphiphatphongsai, S. (2019). The development of Thai history textbooks for high school education, 1978-2017. [in Thai]. MA Dissertation (History), Srinakharinwirot University.
Asheim, B. T. (1999). Interactive learning and localised knowledge in globalising learning economies. GeoJournal, 49(4), 345-352.
Askandar, K. (2021). Peace and conflict transformation in Southeast Asia. Scand-Media Corp Ltd.
Boschma, R. (1999). Learning and regional development. GeoJournal, 49(4), 339-343.
Buchan, A. (1975). The Indochina war and world politics. Foreign Affairs, 53(4), 638-650.
Buranamanas, K. (2021). The processing of war news: The role of Thai Commissions for Processing War News, 1939-1941. [in Thai]. SWU Journal of History, 46, 61-78.
Duangkhunpet, T. (2020). A history management: Case study of Muang Wiang Khuk Muang district Nong Khai province. [in Thai]. Journal of MCU Nakhondhat, 6(10), 5626–5640.
Goscha, Christopher E. (2012). Going Indochinese: Contesting concepts of space and place in French Indochina. The Nias Press.
Guibernau, M. (1996). Nationalisms: The Nation-State and Nationalism in the Twentieth Century. Polity Press.
Hassink, R. & Klaerding, C. (2012). The end of the learning region as we knew it; Towards learning in space. Regional Studies, 46(8), 1055-1066.
Ivarsson, S. (2008). Creating Laos: The making of a Lao space between Indochina and Siam, 1860–1945. SRM Production Services Sdn Bhd.
Kaewwinud, N., Suwannapusit, U., Meecharoen, T., & Niyomphant S. (2024). The study on diversity in multicultural society based on cultural capital and resources on the Thai-Cambodian border, Surin province. [in Thai]. Journal of Humanities and Social Sciences Mahasarakham University, 43(6), 1087-1100
Kosaiyawat, S. (2008). International cooperation in the Greater Mekong Subregion: From economic gateway to academic road. [in Thai]. Journal of Education and Social Development, 4(1), 1-18.
Kuboonya-aragsa, N., Boonchai, P., & Boonchai, P. (2018). The role of ethnic Thai-Vietnamese people in effecting changes on the Thai economy, society and culture. [in Thai]. Nakhon Phanom University Journal, 8(2), 107-116.
Mangkhang, C., Wannapaisan, C., Jarupongputtana, C., & Kaewpanya, N. (2021). Innovative of local history learning design through area-based approach of social studies teachers to the promoting happiness historical consciousness of basic education students in Northern Thailand. Turkish Online Journal of Qualitative Inquiry, 12(8), 3361-3378.
Marsot, A.-G. (1984). The crucial year: Indochina 1946. Journal of Contemporary History, 19(2), 337-354.
Mee-Udon, F. (2025). Navigating state power: Border practices of Thai and Lao petty traders in a shared borderland. SUVANNABHUMI, 17(1), 53-76.
Nanthawong, N. (2024). Power, knowledge, and representation: A critical analysis of conflict history presentation in history textbooks of Thailand, Vietnam, and Cambodia and its impact on international bilateral relations. [in Thai]. Political Science and Public Administration Journal, 15(Suppl. 2), 217–262.
Nitiphak, S. (2025). Digital learning of Malay: Opportunities and adaptability in the digital age. [in Thai]. The Inthanin Administration Journal, 2(1), 92-107.
O-Charoen, S. & Chongwarothai, M. (2020). Political conflict around the “turning the battle field into economic area” policy of general Chatichai Choonhawan’s government (1988-1991). [in Thai]. Burapha Journal of Political Economy, 8(2), 151-168.
Osborne, M. (2010). Reviewed work: Indochina: An ambiguous colonization, 1858-1954 by Pierre Brocheux, Daniel Hémery. Contemporary Southeast Asia, 32(2), 302-304.
Sangkamanee, C. (2008). Border studies and anthropology of borders: The making of space, territory, and trans-boundary of border knowledge. [in Thai]. Journal of Social Sciences, Chiang Mai University, 20(2), 209–266.
Sangkamanee, C. (2018). Limology: Border studies and the boundaries of territory and liminal space. [in Thai]. Siam.
Sapphasuk, W. (2020). The status of multicultural education in Thailand-Lao PRD border school: A case study of a school in Chiang Khong district, Chiang Rai province. [in Thai]. Journal of Education Khon Kaen University, 43(3), 1-14
Sapphasuk, W., Nawarat, N., & Siriluk, W. (2021). “Khon Chiang Khong” local curriculum and extending the boundary of citizenship in border. [in Thai]. Journal of Social Academic, 14(1), 49-69.
Sarikarn, K. & Buapheun, G. (2019). Lifestyle of the villagers of Mekhong riverside in Tha Sadet market community, Mueang, Nong Khai. [in Thai]. Journal of Interdisciplinary Research: Graduate Studies, 4(2), 87–94.
Satidgosol, R., & Art-in, S. (2024). Development of problem-solving and critical thinking abilities of grade 10 students using problem-based learning with flipped classroom. [in Thai]. Journal of Humanities and Social Sciences Nakhon Phanom University, 14(3), 241-255.
Shatnataphat, C. (2024). Inequality in Thai society: Challenges and adaptation towards equality. [in Thai]. Journal of social studies perspectives, 1(1), 99-114.
Souklaseang, B. (2006). Thirty years of the Friendship Bridge: The reflection on Laotian-Thai relations, 1965-1995. [in Thai]. MA Dissertation (International Relations), Chulalongkorn University.
Sripana, T. (2013). Tracing Hồ Chí Minh’s Sojourn in Siam. Southeast Asian Studies, 2(3), 527–558.
St John, R. B. (1998). The land boundaries of Indochina: Cambodia, Laos and Vietnam: Vol. 2. boundary and territory briefing. International Boundaries Research Unit Department of Geography University of Durham.
Taba, H. (1962). Curriculum development: Theory and practice. Harcourt, Brace & World.
Tanusa, P. (2025). Arts and culture learning with local communities: A case study of the tradition of Chak Phra Tak Bat Thevo, Songkhla province. [in Thai]. Journal of Social Studies Perspectives, 1(2), 136-146.
Tilly, C. (1994). States and nationalism in Europe 1492-1992. Theory and society, 23(1), 131-146.
Turley, W. S. & Race, J. (1980). The third Indochina war. Foreign Policy, 38 (1980), 92-116.
Vorapanya, S., & Assavarak, P. (2024). The opinions of the teachers positive learning behavior and growth mindset among high scoring students. [in Thai]. Journal of Faculty of Education Pibulsongkram Rajabhat University, 11(2), 109-122.
Whtthanakitphaisarn, W., Srisombat, I., Suksawaeng, T., & Unthanon, S. (2024). Learning management about humans and the environment geography learning content grade 4 using the teaching method geographic inquiry process. [in Thai]. Mahachulagajasara Journal, 15(2), 229–243.
