Teaching for peace and social justice in Myanmar : identity, agency, and critical pedagogy
著者
書誌事項
Teaching for peace and social justice in Myanmar : identity, agency, and critical pedagogy
（Peace and human rights education）
Bloomsbury Academic, 2022
- : HB
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
Bringing together scholars and educators based in Myanmar, the USA, the UK, Denmark, and Thailand, this book presents new perspectives and research on the struggle for social justice and peace in Myanmar at this critical juncture. It shows how actors from diverse backgrounds and regions of Myanmar are drawing from their identities, evoking their agency, and using critical pedagogy to advance social justice and peace. The chapters provide the compelling life stories of the authors, specific examples of what they are doing, and insights of how their work might be applied to other contexts. The topics discussed include addressing structural violence, peace curriculum development, identity-based conflict, teaching the history of the country, promoting inclusion, civic education, critical pedagogy, teacher agency, and agendas of research funding for peacebuilding. The foreword and afterword, written by well-known scholars of Myanmar, address the relevance and importance of the book vis-a-vis the current social and political crisis following the February 2021 military coup.
目次
Foreword, Ardeth Maung Thawnghmung (University of Massachusetts, Lowell, USA)
Introduction: Teaching for Peace in Myanmar: What's at Stake?, Mary Shepard Wong (Azusa Pacific University, USA)
Part I: Agency
1. Promoting Inclusion with Pro-Social Capital: From English Language Teachers to Agent of Social Change in Myanmar, Kyawt Thuzar (Independent Consultant, Myanmar) and Zoe Matthews (Art Resilience Consulting, Thailand and UK)
2. Lessons Learned Facilitating Dialogue to Bridge Divides within and between Diverse Communities in Myanmar, Kaung Zan (Independent Peace Educator, Myanmar) and Joanne Lauterjung (Independent Consultant, Myanmar and Thailand)
3. Case Studies in Using Creative Dialogue Structures to Foster Reflective Learning in Myanmar, Kaung Zan (Independent Peace Educator, Myanmar) and Joanne Lauterjung (Independent Consultant, Myanmar and Thailand)
Part II: Identity
4. Changing Narratives and Transforming Conflict through Non-formal Education for Youth in Rakhine State, Melanie Walker (University of New South Wales, Australia), Ko Thant (Independent Peace Educator, Myanmar) and Soe Khine (Independent Peace Educator, Myanmar)
5. Reframing Policy and Practice: Languages in Education as Resources for Peace in Myanmar, Jasmine Tintut Williams (Columbia Teachers College, USA) and Erina Iwasaki (Columbia Teachers College, USA)
6. Designing Peace Education for Community Based Action within Myanmar: Reflections of a Collaborative Approach, Grace Michel (UC Berkeley, USA) and Arkar Phyo Thant, (People in Need, Myanmar) and Katie Zanoni (University of San Diego, USA)
Part III: Critical Pedagogy
7. Peace Education in Myanmar's Middle School Curriculum: A Qualitative Study of Educator and Expert Perspectives, Kinsa San Yi (Independent Consultant, Myanmar), Naw Sah Blute (Thabyay Education Foundation, Myanmar) and Radka Antalikova (Thabyay Education Foundation, Myanmar)
8. Putting Down Our Weapons When We Talk About History: Using Primary Sources Documents to Teach Multiple Perspectives on Burma's Past, Rosalie Metro (University of Missouri-Columbia, USA) and Aung Khine (Mote Oo Education, Myanmar)
9. Researching Peacebuilding in Myanmar: Framing Research Questions with Our Grandparents' Moral Imagination, Tony Waters (Payap University, Thailand)
Conclusion: Raising the Stakes: Re-Envisioning Socially Just Education for Myanmar, Mary Shepard Wong (Azusa Pacific University, USA)
Afterword, Ashley South (Chiang Mai University, Thailand)
References
Index
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