東華大學圖書館 |

Gradients of Childhood : = Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gradients of Childhood :/
Reminder of title:	Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child.
Author:	Sudcharoen, Moodjalin .
Description:	1 online resource (322 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Cultural anthropology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27958196click for full text (PQDT)
ISBN:	9798672126272

Gradients of Childhood : = Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child.
Sudcharoen, Moodjalin .

Gradients of Childhood :Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child. - 1 online resource (322 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--The University of Chicago, 2020.

Includes bibliographical references

This project explores the political significance of public schooling for children of Burmese migrant workers in Thailand. In recent decades, despite the ongoing alienation and illegalization of migrant workers, the nation has strikingly shown a hospitable orientation towards migrant children in the sphere of education. In 2005, the Thai cabinet issued a mandate that all migrant children, regardless of legal status and nationality, receive access to a free public education. The 2017 legislation later revealed recent state efforts to open a pathway to citizenship via education, allowing the children who participated in Thai formal education to petition for citizenship for the first time. The 18 months of ethnographic fieldwork took place mainly in rongrian wat, or (state-run) 'temple schools' in Samutsakhon, an industrial province in the central region of Thailand where a large number of Burmese migrants reside. This dissertation views Thai state schooling as the anticipatory politics of childhood-the kind of schooling which is organized around differential configurations of anticipation and imagination which situate migrant schoolchildren as varied types of persons. "The migrant schoolchild," as a form of subjectivity, serves as a medium through which multifaceted sociocultural factors-age, ethnic identity, bureaucratic status, skill, language competency, comportment, and so on-are bundled together. All these intersecting dimensions define the notion of "child" in opposition to "adult." The child-adult dichotomy, in turn, generates scales of personhood in which other pairs of relational categories, such as students versus workers and (possible) citizens versus temporary residents, emerge and mediate daily encounters, conflicts, and tensions between different agents. Such gradients open up possibilities for a range of liminal, in-between subject positions to materialize and to become oriented to either the child or the adult end of the spectrum. Temporal expectations of the life cycle, from childhood to adulthood, structure graded zones of liminality that have both potentialities and limits. Despite hopeful anticipations for schooling to serve as a pathway to social and legal integration, predictions of migrant children's potential becomings always come with inherent limitations that render schooling an imperfect rite of passage as migrant subjects are perpetually deferred the rights to enter a post-liminal state, namely Thai adult citizenship. This dissertation puts the study of childhood into dialogue with scholarship on mobility and migration. It argues that the shaping of childhood via schooling intertwines with broader regimes of migration in Thailand, allowing the state to open the door to "home" with an eye toward Thai international respectability while simultaneously upholding national hierarchies and conventional measures of social differentiation. Such emerging forms of social difference are caught between nationalist and globalizing logics about the nation's future development. These coexisting logics reveal a key tension in Thai migration-management: an attempt to reproduce nationalist "family" discourses of the state and a push towards more transnational participation. While education is believed to shape the futures of migrant children, therefore, the effort to teach migrant children itself points to a way in which imaginations of Thai national futures are being reshaped.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798672126272Subjects--Topical Terms:

2122764
Cultural anthropology.
Subjects--Index Terms:

ChildhoodIndex Terms--Genre/Form:

542853
Electronic books.

Gradients of Childhood : = Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child.
LDR:04798nmm a2200385K 4500 001 2355314
005 20230512095442.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798672126272
035 $a (MiAaPQ)AAI27958196
035 $a AAI27958196
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Sudcharoen, Moodjalin . $3 3695721
245 1 0 $a Gradients of Childhood : $b Thai Schooling, National Imaginaries, and the Figuration of the Migrant Child.
264 0 $c 2020
300 $a 1 online resource (322 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Chu, Julie.
502 $a Thesis (Ph.D.)--The University of Chicago, 2020.
504 $a Includes bibliographical references
520 $a This project explores the political significance of public schooling for children of Burmese migrant workers in Thailand. In recent decades, despite the ongoing alienation and illegalization of migrant workers, the nation has strikingly shown a hospitable orientation towards migrant children in the sphere of education. In 2005, the Thai cabinet issued a mandate that all migrant children, regardless of legal status and nationality, receive access to a free public education. The 2017 legislation later revealed recent state efforts to open a pathway to citizenship via education, allowing the children who participated in Thai formal education to petition for citizenship for the first time. The 18 months of ethnographic fieldwork took place mainly in rongrian wat, or (state-run) 'temple schools' in Samutsakhon, an industrial province in the central region of Thailand where a large number of Burmese migrants reside. This dissertation views Thai state schooling as the anticipatory politics of childhood-the kind of schooling which is organized around differential configurations of anticipation and imagination which situate migrant schoolchildren as varied types of persons. "The migrant schoolchild," as a form of subjectivity, serves as a medium through which multifaceted sociocultural factors-age, ethnic identity, bureaucratic status, skill, language competency, comportment, and so on-are bundled together. All these intersecting dimensions define the notion of "child" in opposition to "adult." The child-adult dichotomy, in turn, generates scales of personhood in which other pairs of relational categories, such as students versus workers and (possible) citizens versus temporary residents, emerge and mediate daily encounters, conflicts, and tensions between different agents. Such gradients open up possibilities for a range of liminal, in-between subject positions to materialize and to become oriented to either the child or the adult end of the spectrum. Temporal expectations of the life cycle, from childhood to adulthood, structure graded zones of liminality that have both potentialities and limits. Despite hopeful anticipations for schooling to serve as a pathway to social and legal integration, predictions of migrant children's potential becomings always come with inherent limitations that render schooling an imperfect rite of passage as migrant subjects are perpetually deferred the rights to enter a post-liminal state, namely Thai adult citizenship. This dissertation puts the study of childhood into dialogue with scholarship on mobility and migration. It argues that the shaping of childhood via schooling intertwines with broader regimes of migration in Thailand, allowing the state to open the door to "home" with an eye toward Thai international respectability while simultaneously upholding national hierarchies and conventional measures of social differentiation. Such emerging forms of social difference are caught between nationalist and globalizing logics about the nation's future development. These coexisting logics reveal a key tension in Thai migration-management: an attempt to reproduce nationalist "family" discourses of the state and a push towards more transnational participation. While education is believed to shape the futures of migrant children, therefore, the effort to teach migrant children itself points to a way in which imaginations of Thai national futures are being reshaped.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Southeast Asian studies. $3 3344898
650 4 $a Sociolinguistics. $3 524467
653 $a Childhood
653 $a Migration
653 $a Mobility
653 $a Social Differentiation
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0326
690 $a 0222
690 $a 0636
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Chicago. $b Anthropology. $3 1674926
773 0 $t Dissertations Abstracts International $g 82-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27958196 $z click for full text (PQDT)