Learner-Centred Transformative Education through Nonviolent Communication in Chinese Schools in Bangkok Central District, Thailand

Abstract

Considering little research available on the use of Nonviolent Communication (NVC) in organizations and its effects on internal communication, let alone the organization as a system, the researchers are inspired to determine the levels of nonviolent communication among teachers in Chinese Schools. Furthermore, this aims to come up with proposed guidelines for enhancing the non-violent communication of Chinese School teachers in Bangkok. Currently, there are 22 Chinese Schools in Bangkok and according to the Chinese School Association (2018), there are an estimated 1,320 teachers both foreign and local for the academic year 2018. This study is descriptive research that employs both quantitative research and qualitative research. The purposes of this study are (1) to study the levels of nonviolent communication of Chinese School teachers in Bangkok, Thailand, (2) to compare the levels of nonviolent communication of Chinese School teachers in Bangkok, Thailand among the different genders (gender differences), and (3) to propose guidelines for enhancing nonviolent communication of Chinese School teachers. A specific communication tool that might help Chinese School teachers particularly in Bangkok is Nonviolent Communication (NVC). The NVC tool was designed by Marshall Rosenberg (2003) which aims to promote connection to ourselves and others, by focusing on the needs that motivate our behavior and communication. A four-step process aids teachers and practitioners in doing so: (1) to observe without evaluation, (2) to identify feelings, (3) to identify underlying needs, and (4) to formulate a request that might help in fulfilling those needs. These four-steps can be applied to connect with one’s own needs internally (self-connection), to communicate one’s own needs (expressing) and/or to listen to the needs of others (listening). Chinese schools in Bangkok have a diverse culture. Students, teachers, staff and administrators come from various locations; Canada, the United States, European countries and neighboring Asian countries since Chinese schools are not only offering the Chinese language but also other foreign languages such as English, Spanish and Japanese. Whether it is Western or Asian education, the primary professional competences that teachers in all levels must possess are "(1) educational competence, (2) program/content competence, and (3) communication competence (Bjekic & Zlatic, 2006)".