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International Education and the Cult...

Ferguson, Matthew Robert.

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International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study./
Author:	Ferguson, Matthew Robert.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Southeast Asian studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810572
ISBN:	9781392052884

International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study.
Ferguson, Matthew Robert.

International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 164 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

This item must not be sold to any third party vendors.

Since 1999, universities have instituted internationalization strategies. They aim to prepare Thai students for the opportunities that globalization brings. They also have the equal aim of drawing on students from middle and upper class Thai families. To date, International Education (IE) has been implemented with the predominant aim of bolstering the economic opportunities of the privileged classes in Thailand, the most unequal country in the world (Credit-Suisse, 2018). This trend is consistent with historically classist narratives that describe the development of the modern Thai state. This narrative study aims to understand how the executive leadership of international colleges and programs in the distinct regions of Thailand each characterize the role and the ambitions of IE. Guided by the theoretical framework of bifurcation, this study worked to answer the following central research question: How are the aims of international education in high education in Thailand understood through the lived experiences of individuals in leadership in Thai universities? The stories shared provided for a comparative analysis of the way IE is narratively understood in geographical contexts that are marked by deep classist division. The major findings show that the story of IE, as told by the executive leadership, is unique to the distinct geographical region. While the Bangkok stories are representative of the prejudicial narrative, the stories of the other regions reflect narratives of inclusion rather than of exclusion. The findings reveal that IE has both the effect of reaffirming deeply held classist prejudices, but also a unique potential for challenging them.

ISBN: 9781392052884Subjects--Topical Terms:

3344898
Southeast Asian studies.

International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study.
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245 1 0 $a International Education and the Cultivation of Social Capital in a Divided Thailand: A Narrative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 164 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ed.D.)--Northeastern University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Since 1999, universities have instituted internationalization strategies. They aim to prepare Thai students for the opportunities that globalization brings. They also have the equal aim of drawing on students from middle and upper class Thai families. To date, International Education (IE) has been implemented with the predominant aim of bolstering the economic opportunities of the privileged classes in Thailand, the most unequal country in the world (Credit-Suisse, 2018). This trend is consistent with historically classist narratives that describe the development of the modern Thai state. This narrative study aims to understand how the executive leadership of international colleges and programs in the distinct regions of Thailand each characterize the role and the ambitions of IE. Guided by the theoretical framework of bifurcation, this study worked to answer the following central research question: How are the aims of international education in high education in Thailand understood through the lived experiences of individuals in leadership in Thai universities? The stories shared provided for a comparative analysis of the way IE is narratively understood in geographical contexts that are marked by deep classist division. The major findings show that the story of IE, as told by the executive leadership, is unique to the distinct geographical region. While the Bangkok stories are representative of the prejudicial narrative, the stories of the other regions reflect narratives of inclusion rather than of exclusion. The findings reveal that IE has both the effect of reaffirming deeply held classist prejudices, but also a unique potential for challenging them.
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