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Hmong Songs in Education Through a Therapeutic Lens: An Innovative Approach in Northern Thailand
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Hmong Songs in Education Through a Therapeutic Lens: An Innovative Approach in Northern Thailand
Hmong Songs in Education Through a Therapeutic Lens:
An Innovative Approach in Northern Thailand offers an in-depth exploration of a new approach for reshaping a minority community’s education system that was failing. This alternative approach based on intensive studies may also be applied in other communities where conventional education systems are not succeeding.
Prior to this transformational study, Hmong children in the communities discussed in the book dropped out of school as young as seven or eight years of age.
In an effort to address this issue, government and non-government organizations joined together to help Hmong children remain in school. They invited the author’s experience as a therapist and ethnomusicologist to contribute a missing piece in breaking through barriers between the stakeholders, in healing divisions within the community, and in facilitating a process that could enhance education outcomes.
This study highlights the author’s initial participatory engagement with the communities through two workshops. Through these workshops, the Hmong collaborated intergenerationally, made choices together, and implemented their unified vision for a novel preschool program. A case study of one teacher reveals her new Hmong song (music) and arts creations, and methods. Also, new-found approaches for applying these
songs (music) and arts as teaching tools are documented. Despite the pressures to the broader Hmong community, positive outcomes through this innovative process continue to be evident more than eight years after the workshops.
An Innovative Approach in Northern Thailand offers an in-depth exploration of a new approach for reshaping a minority community’s education system that was failing. This alternative approach based on intensive studies may also be applied in other communities where conventional education systems are not succeeding.
Prior to this transformational study, Hmong children in the communities discussed in the book dropped out of school as young as seven or eight years of age.
In an effort to address this issue, government and non-government organizations joined together to help Hmong children remain in school. They invited the author’s experience as a therapist and ethnomusicologist to contribute a missing piece in breaking through barriers between the stakeholders, in healing divisions within the community, and in facilitating a process that could enhance education outcomes.
This study highlights the author’s initial participatory engagement with the communities through two workshops. Through these workshops, the Hmong collaborated intergenerationally, made choices together, and implemented their unified vision for a novel preschool program. A case study of one teacher reveals her new Hmong song (music) and arts creations, and methods. Also, new-found approaches for applying these
songs (music) and arts as teaching tools are documented. Despite the pressures to the broader Hmong community, positive outcomes through this innovative process continue to be evident more than eight years after the workshops.
USD 23.50
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| PUBLISHER: | White Lotus |
| ISBN: | 978974849518 |
| AUTHOR | Saurman, Mary Elizabeth |
| RELEASED | 2021-05-01 |
| Bangkok, 2021 | |
| WL CODE | E22738 |
| SIZE | 363 pp., 26 pp. illus, 145 x 215 mm. pbk. |
| BOOK WEIGHT | 0.460 Kg |
| PACKING WEIGHT | 0.200 Kg |
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