Representations of Thai Children Conveyed Through Linguistic Strategies in Primary School Textbooks for “Civic Duty, Cultures and Lifestyles in Society, Economics, and Geography” Subject

Abstract

Background and Objectives: Textbooks constitute a form of print media with wide circulation, as they are materials used in teaching and learning within formal education systems. Beyond their function of conveying knowledge content, they also serve as discursive instruments for instilling particular ideologies, beliefs, and values among learners. This research aims to study the linguistic strategies employed in constructing representations of children in primary school textbooks, and to analyze the discourse practices and sociocultural practices based on the framework of critical discourse analysis.

Methods: The data were collected from six primary school textbooks covering grades 1–6 for the subject “Civic Duty, Cultures and Lifestyles in Society, Economics, and Geography.” The data were analyzed using Fairclough’s (1995) framework of Critical Discourse Analysis.

Results: The research findings revealed 1) Text Analysis (Linguistic Strategies): Textbooks employ linguistic strategies, including the use of representation of social actors and transitivity, to present three main representations of children: children as individuals responsible for themselves, children as individuals responsible for their families, and children as individuals responsible for society and the nation. 2) Discourse Practice Analysis: Textbooks constitute discourse produced by authoritative experts under the supervision and guidance of state agencies both prior to and after the production of the text, with teachers transmitting this to students. The content presented in the text is acknowledged to be accurate and trustworthy, making students ready to learn, understand, and willingly comply. 3) Sociocultural Practice Analysis: The representations of children portrayed through the text are shaped by sociocultural contexts relevant to key ideologies aligned with state policies regarding the cultivation of good citizenship to utilize education as a tool for fostering youth to become good citizens of the nation. Simultaneously, such discourse contributes to the construction of representations of children or youth deemed “desirable” by society, which play a role in guiding the thoughts, beliefs, and behaviors of learners. This demonstrates that textbooks play a role in controlling and transmitting societal ideologies among individuals.

Application of this study: This study’s findings may serve as a framework for research on discourse and representation, or for comparative analyses of how children and individuals across different age groups are portrayed in textbooks across various subjects. Furthermore, they may be utilized as preliminary data for curriculum development to present lesson content in a more diverse and comprehensive manner.

Conclusions: The findings of this research reveal how certain ideologies and beliefs are subtly embedded within the text, with language serving as a crucial tool in constructing representations of children presented in textbooks to shape them into desirable future citizens or members of society. Beyond serving instructional purposes and conveying academic content in accordance with the curriculum, textbooks are also created to instill certain thoughts, beliefs, and values that the state deems correct, appropriate, or necessary for learners to adopt.