Cultural Lag in the Social Studies Classroom: An Analysis of the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) at the Upper Secondary Level in the Context of Global Citizenship

Abstract

This article employs content analysis to examine the conflict between the structure of the Basic Education Core Curriculum B.E. 2551 (A.D. 2008), the context of cultural changes in the globalization era, and the concept of Global Citizenship. The study utilizes “Cultural Lag” as its primary analytical framework. The findings reveal that the Social Studies, Religion, and Culture learning area under this curriculum experiences a state of cultural lag. Most of the contents struggle to adapt to global dynamics, focusing primarily on producing “conventional citizens” who adhere to physical traditions, nationalist frameworks, and a binary mindset that contrasts virtuous Thainess with the perceived risks of global influences. Furthermore, history is utilized more as a tool for civic conformity than for promoting critical thinking. Consequently, this article proposes shifting the learning objectives towards cultivating “Cultural Literacy.” This can be achieved by de-emphasizing state-centricity, creating spaces for learning about diversity, and transforming the teacher's role into a facilitator of safe spaces for dialogue. Ultimately, these shifts aim to nurture learners into global citizens equipped with critical thinking skills, enabling them to coexist peacefully in a multicultural society.