diff --git a/identifiers.tsv b/identifiers.tsv index 3496544e0e71ae9d9c38a7f525ac5d7c4b10d146..903bd02bbd8f80ccd33086a5de063d972a4830d5 100644 --- a/identifiers.tsv +++ b/identifiers.tsv @@ -21,3 +21,10 @@ id na_id identifier context_id context_pid canonical_url ticket ts_md_fetch ts_d 3 10.14764/10.ASEAS-0054 1 https://aseas.univie.ac.at/index.php/aseas/article/view/3930 25023 2021-06-28T100923Z 2021-06-28T101152Z 3 10.14764/10.ASEAS-0055 1 https://aseas.univie.ac.at/index.php/aseas/article/view/5399 26757 2021-12-27T122932Z 2021-12-27T122942Z 3 10.14764/10.ASEAS-0056 1 https://aseas.univie.ac.at/index.php/aseas/article/view/4060 26756 2021-12-27T122823Z 2021-12-27T122913Z + 3 10.14764/10.ASEAS-0057 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6264 26788 2021-12-31T181045Z 2021-12-31T181350Z + 3 10.14764/10.ASEAS-0059 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6324 26788 2021-12-31T181508Z 2021-12-31T181545Z + 3 10.14764/10.ASEAS-0058 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6347 26788 2021-12-31T181740Z 2021-12-31T181800Z + 3 10.14764/10.ASEAS-0062 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6374 26788 2021-12-31T181957Z 2021-12-31T182022Z + 3 10.14764/10.ASEAS-0061 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6375 26788 2021-12-31T182239Z 2021-12-31T182255Z + 3 10.14764/10.ASEAS-0060 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6382 26788 2021-12-31T182436Z 2021-12-31T182510Z + 3 10.14764/10.ASEAS-0064 1 https://aseas.univie.ac.at/index.php/aseas/article/view/6570 26788 2021-12-31T182751Z 2021-12-31T182917Z diff --git a/metadata/10.ASEAS/10.ASEAS-0057.xml b/metadata/10.ASEAS/10.ASEAS-0057.xml new file mode 100644 index 0000000000000000000000000000000000000000..8194881cca76ff52df20d9142d4ae536b198d7fa --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0057.xml @@ -0,0 +1,40 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0057</identifier> + <creators> + <creator> + <creatorName>Rueangdej, Chutiwan</creatorName> + </creator> + <creator> + <creatorName>Nomnian, Singhanat</creatorName> + </creator> + </creators> + <titles> + <title>Stakeholders’ Insights Into Migrant Students’ Experiences in a Thai Public School: A Linguistic Ecological Perspective </title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-06-30</date> + <date dateType="Accepted">2021-07-04</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6264</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>243-266 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +Migrant students have been increasing in Thai public schools due to their parents’ labor mobility within the ASEAN community. There are, however, gaps concerning roles and responsibilities of educational stakeholders and migrant parents who are key to the migrant students’ access and equity in schools. This case study aims to explore stakeholders’ insights into learning experiences of migrant students from Lao PDR, Myanmar, and Cambodia in language classes at one Thai government primary school in Samut Sakhon province. Drawing upon a lens of linguistic ecology, the results reveal that these key stakeholders were interrelated and influential to the migrant students’ learning experience in this linguistically and culturally diverse school. The school administrators and teachers were instrumental in promoting a positive language learning experience for migrant students, who contributed cultural and linguistic diversity to the school environment although they had poor academic performance due to their limited Thai proficiency. Communications between the school and migrant parents were not effective because of parents’ language barriers. Professional learning communities (PLC) and school-family-community (SFC) partnerships should be established in order to provide better language teaching and learning experiences for the migrant students and create an inclusive and equitable education for all. These partnerships can be strengthened through the promotion of recognition and awareness raising of linguistic and cultural diversity. This study can potentially address the significant collaboration and engagement from relevant stakeholders, communities, and policymakers to promote harmony, inclusivity, and quality education for migrant students in public schools in Thailand. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0058.xml b/metadata/10.ASEAS/10.ASEAS-0058.xml new file mode 100644 index 0000000000000000000000000000000000000000..f365b86b1b9ec613e506957a1a0d7ae78d737598 --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0058.xml @@ -0,0 +1,43 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0058</identifier> + <creators> + <creator> + <creatorName>Pillai, Stefanie</creatorName> + </creator> + <creator> + <creatorName>Kaur, Surinderpal</creatorName> + </creator> + <creator> + <creatorName>Chau, Meng Huat</creatorName> + </creator> + </creators> + <titles> + <title>The Ideological Stance of Multilingualism in Education in Malaysia in the Press 2000-2020</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-09-09</date> + <date dateType="Accepted">2021-09-10</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6347</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>173-193 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +The past 20 years have witnessed major shifts in language and education policy in Malaysia. This reflects a range of social, economic, and political forces that influence and shape the policymaking in this multi-ethnic and multicultural country. Past research has suggested that language and education policies in Malaysia tend to have two main stances and are generally related to Malay (the national language), English, Mandarin, and Tamil. One stance is related to issues of globalization and employability, and the other is related to national and ethnic identities. In view of these stances, this paper seeks to contribute to the discussion and debates on these issues by empirically investigating inherent ideological positions in official statements published in two newspapers in the past 20 years. Specifically, it adopts concepts from critical discourse studies, and uses methods from computational linguistics to examine official statements from a total of 30,508 Malaysian newspaper articles published between 2000 and 2020. The findings indicate that the role of Malay and national ideology, and the global positioning of English continue to be central concerns in the discussion of language and education in Malaysia. In addition, the importance of learning Mandarin is also emphasized. However, indigenous and minority languages are largely absent in the discourses on education policies in the country. The effects of this exclusion are already apparent in the shift to languages like Malay, Mandarin, and English as a first language, and the increasing number of languages considered to be under threat in Malaysia. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0059.xml b/metadata/10.ASEAS/10.ASEAS-0059.xml new file mode 100644 index 0000000000000000000000000000000000000000..c8e2f724e0faa14ded30ed2d53de7b775d8574fd --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0059.xml @@ -0,0 +1,37 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0059</identifier> + <creators> + <creator> + <creatorName>Arphattananon, Thithimadee</creatorName> + </creator> + </creators> + <titles> + <title>Teaching Migrant Students From Myanmar: Professional Development Program to Facilitate Multicultural Competence for Teachers</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-08-28</date> + <date dateType="Accepted">2021-08-28</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6324</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>213-226 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +In recent years, the migration of people from Myanmar into Thailand has increased tremendously. Since 2005, when the Thai government officially allowed migrant children to enroll in Thai government schools, there has been a steady increase in the number of migrant students. In such a context, it is imperative that teachers develop multicultural competence, or the knowledge, skills, and attitudes required to work with culturally diverse students. However, teachers in Thailand reported that they have not been trained in the knowledge and skills to teach in multicultural classrooms. The study has two main objectives. Firstly, it attempts to design a multicultural education training program that incorporates modules that will lead to building and strengthening teachers’ multicultural competence. Secondly, it implements the training program, and measures the level of multicultural competence of teachers who received the training by comparing them to those who do not receive the training. Results revealed that teachers appraised the module about cultures of migrant students and the module about the rules and regulations in enrolling and graduating migrant students as the most useful. Results from an independent-samples t-test showed that the overall multicultural competence level of teachers who participated in the program was significantly different from those who did not participate; teachers who took part in the training demonstrated a higher level of multicultural competence compared to those who did not participate. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0060.xml b/metadata/10.ASEAS/10.ASEAS-0060.xml new file mode 100644 index 0000000000000000000000000000000000000000..1419e487e2a41d709fde7401449c03319c843490 --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0060.xml @@ -0,0 +1,40 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0060</identifier> + <creators> + <creator> + <creatorName>-, Anui</creatorName> + </creator> + <creator> + <creatorName>Arphattananon, Thithimadee</creatorName> + </creator> + </creators> + <titles> + <title>Ethnic Content Integration and Local Curriculum in Myanmar</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-10-07</date> + <date dateType="Accepted">2021-10-07</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6382</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>155-172 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +Myanmar is home to over 54.8 million people, consisting of over 100 ethnolinguistic groups with distinct linguistic, cultural, and historical backgrounds. Since Myanmar gained independence from Great Britain, education has been used as the main political tool for Bamar national assimilation, neglecting this rich ethnic and cultural diversity. Myanmar opted for the assimilationist approach in which non-dominant ethnolinguistic nationalities are vanquished through the use of educational instruction, materials, and teachers’ education, all of which are ‘Bamarcentric’, centered around a single ethnolinguistic identity and language in Myanmar, Bamar. Other, non-dominant ethnolinguistic groups in Myanmar have long desired to incorporate their own languages, cultures, and histories into the educational system. In this vein, the National Education Law (NEL), which took effect in 2014, provides the integration of non-dominant ethnic languages and cultural identities into the mainstream curriculum. From this, a modified curriculum framework concerning the integration of indigenous ethnic content was produced in order to promote multicultural coexistence. The present study explores the implementation of the Local Curriculum and integration of non-dominant ethnic content into the curriculum in primary schools through the analysis of the curriculum development process and the integration of non-dominant ethnic content such as local literature, cultural perspectives, and indigenous worldviews. The study was conducted in Kachin, Kayah, Karen, and Mon states and the Yangon region, where a variety of ethnolinguistic groups reside. Using a qualitative approach, the study drew on findings from interviews with 63 participants, four classroom observations, and document analysis from four states and one region. The study revealed that the implementation of the Local Curriculum promotes multiculturalism and social cohesion. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0061.xml b/metadata/10.ASEAS/10.ASEAS-0061.xml new file mode 100644 index 0000000000000000000000000000000000000000..d33ee494bf0865aa3a911c46f9718d4008d73bb3 --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0061.xml @@ -0,0 +1,40 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0061</identifier> + <creators> + <creator> + <creatorName>Saemee, Kulthida</creatorName> + </creator> + <creator> + <creatorName>Ra, Jaewon Jane</creatorName> + </creator> + </creators> + <titles> + <title>Teachers’ Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-10-01</date> + <date dateType="Accepted">2021-10-01</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6375</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>227-241 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +Textbooks have always played a significant role in the field of English language teaching (ELT). They are the main source that conveys cultural values and information in the language classroom. However, compared to the increasing number of migrants in Thailand, and particularly migrant children in Thai public schools, ELT textbooks have yet to properly take into consideration the reality of the multicultural Thai context. English is currently the most widely used lingua franca in the world, which means that it is shaped by a large number of non-native speakers in various multilingual and multicultural settings and local contexts. Thus, it is no longer sensible for ELT to be solely associated with Anglophone cultures. This study is based on observations in classrooms and semi-structured interviews with three Thai teachers of English at a government primary school in Samut Sakhon province in Thailand. Findings demonstrate that there is a strong need for more cultural content related to ASEAN countries in English textbooks, especially in multicultural schools. Furthermore, this study addresses implications for future ELT practices and materials for Thai primary schools in light of the continuously growing diversity within Thai society. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0062.xml b/metadata/10.ASEAS/10.ASEAS-0062.xml new file mode 100644 index 0000000000000000000000000000000000000000..9dab1e5152d60a72d0529f70ed5fbe111165d370 --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0062.xml @@ -0,0 +1,43 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0062</identifier> + <creators> + <creator> + <creatorName>Yamabhai, Jitjayang</creatorName> + </creator> + <creator> + <creatorName>Knoop, Riemer</creatorName> + </creator> + <creator> + <creatorName>Cusripituck, Patoo</creatorName> + </creator> + </creators> + <titles> + <title>Participatory Engagement for Sustainable Innovation in Karen Communities</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-10-01</date> + <date dateType="Accepted">2021-10-01</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6374</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>195-212 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +This paper reports on heritage fieldwork by the Mahidol Cultural Anthropology Museum, carried out from 2019 to 2020, with a group of four Karen villages in Doi Si Than, or ‘Four Creeks Mountain’, a valley in the remote Northwest of Thailand. The research aimed to find and introduce sustainable business models in Karen ethnic communities using essential heritage products and intangible practices. Additionally, the community offers an example of Thai integrated farming, which we analyzed as a case of innovative, intergenerational heritage practice, and that we helped turn into a more sustainable economic mainstay of the community. The method used throughout the process was participatory action research blended with social design, as well as building on a long-term engagement. As a theoretical framework, we adapted Design Thinking to Paulo Freire’s Education of Liberation model to create an eclectic ‘Four Creek Mountain’ approach in order to do justice to local circumstances and establish a shared set of explicit social values. We compared the results with de Varine’s concept of the ecomuseum to find a suitable action perspective. The findings show that local heritage practices can successfully be used to re-engage communities with today’s broader society on the condition they are embedded in intergenerational co-operation based on trust, and with social designers (urban curators) acting as connectors, thus ensuring the community’s ownership of the process. +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource> diff --git a/metadata/10.ASEAS/10.ASEAS-0064.xml b/metadata/10.ASEAS/10.ASEAS-0064.xml new file mode 100644 index 0000000000000000000000000000000000000000..6d1d55d09bbaa4f3254c664d6246c678569f45b4 --- /dev/null +++ b/metadata/10.ASEAS/10.ASEAS-0064.xml @@ -0,0 +1,37 @@ +<?xml version="1.0" encoding="utf-8"?> +<resource xmlns="http://datacite.org/schema/kernel-4" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://datacite.org/schema/kernel-4 http://schema.datacite.org/meta/kernel-4/metadata.xsd"> + <identifier identifierType="DOI">10.14764/10.ASEAS-0064</identifier> + <creators> + <creator> + <creatorName>Arphattananon, Thithimadee</creatorName> + </creator> + </creators> + <titles> + <title>Multi-Lingual and Multicultural Education in Globalizing Southeast Asia</title> + </titles> + <publisher>Austrian Journal of South-East Asian Studies</publisher> + <publicationYear>2021</publicationYear> + <dates> + <date dateType="Submitted">2021-12-31</date> + <date dateType="Accepted">2021-12-31</date> + <date dateType="Updated">2021-12-31</date> + <date dateType="Issued">2021-12-31</date> + </dates> + <language>en</language> + <resourceType resourceTypeGeneral="Text">Article</resourceType> + <alternateIdentifiers> + <alternateIdentifier alternateIdentifierType="publisherId">14-547-6570</alternateIdentifier> + </alternateIdentifiers> + <sizes> + <size>149-153 Pages</size> + </sizes> + <rightsList> + <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0">This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</rights> + </rightsList> + <descriptions> + <description descriptionType="Abstract"> +- +</description> + <description descriptionType="SeriesInformation">Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education</description> + </descriptions> +</resource>