Islamic Education in Thailand Pattani Muslim Minority: What are the Institutional Continuity and Change?

Abstract

National aspiration in different ways effects to the community response through their condition. This situation reflects the dynamics of interest in diverse direction. Therefore, this article will identify the development of Muslim minority in Pattani, Thailand. A qualitative approach was applied to conducting research. In-depth interview and non-participant observation was an instrument to collect data. Data triangulation was conducted through twice focus group discussions in a different university. This article discusses the portrait of Islamic education in Pattani of Thailand. They face dynamic and struggle to maintain a combination of national interest and local need. National aspiration is the main source to formulate the institutional design. On the other hand, they embedded local aspiration through ethnic and religious values to combine in national education. In keeping with the identities and personal communication, they tried to root the religious value and belief to educational form. Finally, this article amplifies the local condition in Pattani Muslim society. The development of Islamic education runs to the situation in extending ethnic, religious expression, and politic.

Ragam Bentuk dan Transformasi Kelembagaan

“…Juga turut menerima mahasiswa yang bukan beragama Islam, dan sekaligus kesempatan menunjukkan langsung bahwa dalam pendidikan Islam manapun di dunia tidak pernah bersemai apalagi diajarkan kekerasan (Wekke, Siddin, & Langputeh, 2019).…”

Memulai Identifikasi Masalah Penelitian

“…Begitu pula terbuka peluang untuk melakukan modifikasi. Dengan menambahkan satu fenomena terhadap publikasi yang ada sebelumnya (Wekke, Siddin, & Kasop, 2017).…”

Implementation of Multicultural and Moderate Islamic Education at the Elementary Schools in Shaping the Nationalism

“…The study of this article reveals the implementation of moderate Islamic values and multicultural culture in Indonesia which can shape the nationalism of students in elementary schools through curriculum design by implementing tolerance behavior within the multicultural culture (Muniroh, 2019;Sukatman et al, 2019). In this article, the writer combines moderate Islamic values and multicultural education to be able to work together in a diverse life and to ward off radical notions in strengthening the spirit of nationalism and love for the motherland (nationalism) (Wekke, Siddin, & Langputeh, 2019;Wihyanti, Subiyantoro, & Fadhilah, 2018). Multicultural learning in elementary schools is planned and programmed in documents (documented curriculum) and accustomed through behavior (hidden curriculum).…”