Education at the crossroads
Balancing cultural preservation and socio-economic challenges in a Hmong hill tribe community
Bibliographic Data
| ID | 24019284 |
|---|---|
| Authors | Dech-Siri Nopas (0009-0004-6183-4671, Kasetsart University, corresponding author), Theerapon Phungdee (0009-0001-5168-2668, Kasetsart University), Chompunuch Somboonvong (Kasetsart University), Monticha Uraipong (Kasetsart University) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-08-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2026.2714862 |
| OpenAlex | W7196980614 |
| Language | EN |
| References cited | 47 |
This ethnographic case study explores the role of Ban Nam Sod School in a Hmong community near the Thailand–Laos border. Functioning as both an educational institution and a cultural anchor, the school integrates Hmong traditions into its curriculum to strengthen cultural identity and intergenerational continuity. Drawing on interviews, participant observations, and document analysis, the study examines how the school navigates socio-economic challenges, including economic migration, gender inequality, and resource constraints. Findings highlight the school’s success in preserving cultural heritage through strong community collaboration, while also revealing persistent barriers such as the erosion of traditions due to outmigration, limited educational access for girls, and chronic underfunding. Despite these challenges, the school remains a resilient and dynamic institution, balancing cultural preservation with the demands of modern education. The study underscores the need for targeted interventions – such as increased funding, inclusive policy frameworks, and locally led initiatives – to sustain culturally responsive and equitable education in indigenous communities.
Cultural diversity · Cultural heritage · Cultural identity · Curriculum · Ethnography · Identity (music) · Indigenous · Participant observation · Tribe · Global Education and Multiculturalism · Multilingual Education and Policy · Southeast Asian Sociopolitical Studies
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| Highly cited | No |
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