CULTURAL SAFETY: A MULTICULTURAL EARLY CHILDHOOD EDUCATION MODEL IN NORTHERN THAILAND

Abstract

This article aims to develop a multicultural instructional model for early childhood education in ethnically diverse schools in Northern Thailand, leveraging the region's significant social capital and distinct cultural identities. The study utilizes a synthetic research methodology, drawing from literature on early childhood and multicultural education under the framework of School as a Learning Community. The findings suggest that an appropriate instructional model should emphasize the integration of local wisdom—such as traditional food, attire, and bilingual communication—into the curriculum and learning experiences. This approach fosters a Cultural Safety zone which effectively promotes the growth and development of early childhood learners from all ethnic groups.

This article presents guidelines for transforming social capital into funds of Knowledge enabling children to engage through  active Learning processes. These efforts aim to enhance self-esteem, reduce prejudice, and foster an awareness of human dignity amidst ethnic diversity. The approach seeks to create an inclusive environment where learners truly value both themselves and their peers from diverse ethnic backgrounds. This model advocates for reforming school relationships into an SLC-based kinship system and implementing assessments rooted in the equal recognition of human dignity to ensure sustainable educational equity. It enhances education by integrating local wisdom and establishing cultural safety zones for all learners.