Comparing Models of Non-state Ethnic Education in Myanmar: The Mon and Karen National Education Regimes

Lall, Marie-Carine; South, Ashley

doi:10.1080/00472336.2013.823534

Cited by 31 publications

(30 citation statements)

References 11 publications

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“…While monasteries can officially register as primary education providers, this does not necessarily mean that they receive substantial financial assistance from the government (Lall and South 2014). This way the government benefits from the activities of non-state education providers without sharing in the costs.…”

Section: Monastic Educationmentioning

confidence: 94%

Human Rights Protection in Global Politics

Mills

Karp

2015

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This exciting new series encompasses three principal themes: the interaction of human and natural systems; cooperation and conflict; and the enactment of values. The series as a whole places an emphasis on the examination of complex systems and causal relations in political decision-making; problems of knowledge; authority, control and accountability in issues of scale; and the reconciliation of conflicting values and competing claims. Throughout the series the concentration is on an integration of existing disciplines toward the clarification of political possibility as well as impending crises.

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Section: Monastic Educationmentioning

confidence: 94%

Human Rights Protection in Global Politics

Mills

Karp

2015

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“…The [notion of] identity, that's the biggest barrier' (Community educator and activist, interview, Yangon, 2015). Issues of self-determination and representation within the education sector have therefore been central to the conflicts: the singular state curriculum imposed across the country has long been a point of contention and has resulted in parallel education systems operating in certain ethnic states, including Mon and Kayin States (Lall & South 2013). Major concerns include issues of mother-tongue instruction, autonomy of teaching curricula and flexibility to respond to local needs including training and timetabling.…”

Section: Repositioning Education In Politicised Territoriesmentioning

confidence: 99%

Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border

Maber

2016

Globalisation, Societies and Education

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Political oscillations in Myanmar and Thailand, between militarisation and democratic reform, have prompted a rapid renegotiation of the alignments, goals and priorities of non-state education providers, both international and community-based, along the two countries' border. This paper explores the responses to shifts in political environment which have affected community education practices, particularly for those whose interrupted education trajectories have further added to their social subordination, within Myanmar and amongst the refugee and migrant communities along the Thai border. Beginning with an outline of the nomadic space that these communities inhabit, I then explore the ways in which community education is influenced by and responding to changing cross-border movements and political shifts. ARTICLE HISTORY

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“…Karen national school graduates tend to speak little Burmese, and while they may be exposed to high quality teaching (in at least some schools), this cohort receives qualifications that are not recognised in Myanmar or any other country. Although many Karen schools in conflict-affected (and especially in government-controlled) areas in practice adopt 'mixed' curricula and teaching practices (Lall and South 2013), the Karen national school system nevertheless represents an alternative model of ethnic nationality education in Myanmar, quite distinct from the state system.…”

Section: Continued Conflict In Karen State -Parallel Mother Tongue Edmentioning

confidence: 99%

“…Karen and Kachin Christian churches; Mon and Shan Buddhist monasteries) -have long struggled to provide ethnic language teaching outside of school hours, often in informal settings under threat of state suppression (South 2008, Lall andSouth 2013). Various ethnic literature and culture committees (some of which were established in the 1950s, although most of these were semi-dormant in subsequent decades), supported the expansion of ethnic language literacy programs in the 1990s.…”

Section: Language Rights and Education Before 2011mentioning

confidence: 99%

Language, Education and the Peace Process in Myanmar

South¹,

Lall²

2016

csa

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This article analyses the relationship between the politics of education and language, and armed conflict and ongoing peace process in Myanmar. It discusses the state education system, which since the military coup of 1962 has promoted the idea of the country based on the language and culture of the Bamar (Burman) majority community, and the school systems developed by ethnic armed groups which oppose the military government. Ethnic opposition education regimes have developed mother tongue-based school systems. In some cases, the Mon for example, these broadly follow the government curriculum, while being locally owned and delivered in ethnic languages; in others, such as the Karen, the local education system diverges significantly from the Myanmar government curriculum, making it difficult for students to transition between the two systems. This article explores the consequences of these developments, and how reforms in Myanmar since 2011 — including the peace process, which remains incomplete and contested — have opened the space for educational reform, and the possible “convergence” of state and non-state education regimes. Ethnic nationality communities remain determined to conserve and reproduce their own languages and cultures, adopting positions in relation to language and education which reflect broader state-society relations in Myanmar, and in particular ethnic politicians’ demands for a federal political settlement to decades of armed conflict. The article concludes that sustainable resolution to Myanmar’s protracted state-society conflict is unlikely to be achieved until elites can negotiate agreement on ethnic language and teaching policies.

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Comparing Models of Non-state Ethnic Education in Myanmar: The Mon and Karen National Education Regimes

Cited by 31 publications

References 11 publications

Human Rights Protection in Global Politics

Human Rights Protection in Global Politics

Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border

Language, Education and the Peace Process in Myanmar

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