over a decade, Thai traditional elites and old-style bureaucrats have stated thatthe problem of Thai political development derives from a lack of ‘citizenship’characteristics in Thai people. In their view, the best solution has been to educatethe masses and to cultivate civic education by teaching both it and Thai ‘corevalues’ as a subject to students. As a result, the students have become patriotic“saviours”. They are expected to be strong citizens who can solve the politicaldevelopment problem under the ‘Democratic Regime of the (...) Government withthe King as Head of State’. This article seeks to understand the result of acurriculum including the two subjects of civic education and history which havebeen taught in Thai schools for 12 years, covering both primary and secondaryschools. What type of Thai citizen does this curriculum desire to produce andre-produce? The author rigorously analyzed a corpus of civic education andhistory textbooks and argues that the contents of these subjects are designed totransform students into ‘docile’ bodies. They have become “objects” which areordered and imposed on by the state ideology, which produces and re-producesthem to be ultra-royalists and ultra-nationalists. (shrink)

The concept of transitional justice has been widely discussed inThailand following the massacre of the Red Shirt protesters in 2010, whichresulted in the highest death toll resulting from a military action againstpolitical protestors in Thai history. The eighth anniversary of that tragedyoffers an opportunity to analyse Thailand’s response to the use of militaryviolence against these political activists. This analysis is performed throughthe application of the seven conceptual components of transitional justice:regime change, finding truth, prosecution, security sector reform, victimscenteredness,reparation, and memorialization. (...) The current study is based onan analysis of various textual sources, such as books, journal articles, newsarticles, online sources, and other documents. The evidence shows that in thecase of Thailand, as in other countries, if the first component, regime change, isnot realised such that the authoritarian regime is replaced by one that is civilianand democratic, then justice for past violence can never be established. As aresult, the remaining six components of transitional justice in Thailand havebeen applied in a distorted and incorrect manner in the past eight years. (shrink)

over a decade, Thai traditional elites and old-style bureaucrats have stated thatthe problem of Thai political development derives from a lack of ‘citizenship’characteristics in Thai people. In their view, the best solution has been to educatethe masses and to cultivate civic education by teaching both it and Thai ‘corevalues’ as a subject to students. As a result, the students have become patriotic“saviours”. They are expected to be strong citizens who can solve the politicaldevelopment problem under the ‘Democratic Regime of the (...) Government withthe King as Head of State’. This article seeks to understand the result of acurriculum including the two subjects of civic education and history which havebeen taught in Thai schools for 12 years, covering both primary and secondaryschools. What type of Thai citizen does this curriculum desire to produce andre-produce? The author rigorously analyzed a corpus of civic education andhistory textbooks and argues that the contents of these subjects are designed totransform students into ‘docile’ bodies. They have become “objects” which areordered and imposed on by the state ideology, which produces and re-producesthem to be ultra-royalists and ultra-nationalists. (shrink)