Learning Management in Marginalized Educational Institutions Using Local Multiculturalism

Abstract

Thailand is a multicultural society consisting of diverse ethnic groups, languages, religions, and traditions, especially in marginalized border areas. Educational institutions in these areas must adapt learning management to align with local multicultural contexts. This academic article aims to present learning management approaches in marginalized educational institutions using local multiculturalism. The study synthesizes concepts of multicultural education, appropriate classroom management, and the roles of administrators, teachers, students, and communities, including a case study of Anuban Sangkhla Buri School (Ban Wangka). The findings indicate that effective learning management requires equity, respect for diversity, and collaboration among stakeholders. Integrating local culture into curriculum, instruction, and student development activities systematically contributes to peaceful coexistence and sustainable development in multicultural societies.