The Role of Social Science Teachers in the Development of Democratic Citizenship in Eastern Thailand

Abstract

               The objectives of this research are twofold: first, to analyze the roles of social studies teachers in fostering democratic citizenship within Eastern Thailand; and second, to propose strategies for enhancing these roles. This study employs a qualitative research methodology, incorporating interviews with social studies teachers and relevant academics, alongside workshops conducted primarily in Chonburi province, and a comprehensive review of related literature. The findings reveal that social studies teachers perform two primary roles in democratic citizenship development: teachers as citizenship educators and teachers as citizens and social change agents. Furthermore, four key factors were identified that either facilitate or diminish these roles: 1. The structure of the educational system 2. Pedagogical processes and instructional media 3. The learners themselves 4. The teachers' relationship with the power structures within the school system.

               In the context of Eastern Thailand, the study suggests that the role of social studies teachers are shaped by a centralized educational system, which lacks a strong connection between national citizenship and community-level engagement. The research offers recommendations to enhance teacher roles at two levels: Macro-level: encouraging participation in curriculum design and reforming the entire educational system to prioritize higher levels of civic consciousness among learners. Micro-level: deepening teachers’ conceptual understanding of democracy and citizenship, supporting local-context-based citizenship development, and establishing Professional Learning Communities (PLC) for social studies teachers.