Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar

Front Cover
Mieke T.A. Lopes Cardozo, Elizabeth J.T. Maber
Springer, 2018 M10 26 - 265 pages

This book offers a unique insight into the ways in which education systems, governance, and actors at multiple scales interact in initial steps towards building peace. It presents a spectrum of recently conducted research in the context of Myanmar, a society in the midst of challenging transitions, politically, socio-culturally and economically. Divided in 3 thematical research areas, the first part on Myanmar’s policy landscape aims to unravel the integration of peacebuilding into the education sector at macro and micro policy levels. The second part examines the role teachers play in processes of peacebuilding, and the third part examines ways in which formal and non-formal peacebuilding education programs address the agency of youth in Myanmar. This book is an essential guide for students embarking in the field of education, conflict and peacebuilding.

 

Selected pages

Contents

Introduction
1
Analytical Framework and Methodological Approach to Research Education and Peacebuilding
12
Myanmars Policy Landscape
32
Teachers and Peacebuilding
114
Youth and Peacebuilding
182
Appendices
262
Copyright

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Mieke T.A. Lopes Cardozo,Elizabeth J.T. Maber
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Mieke T.A. Lopes Cardozo,Elizabeth J.T. Maber
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Common terms and phrases

activities actors agency analysis approach areas attention building challenges chapter civil classroom concerns conflict context continued contribute critical cultural curriculum discussed diverse economic education system effectively engagement ethnic experiences expressed findings formal forms framework further gender groups highlighted identified identity important increased inequalities initiatives institutions involved issues knowledge lack language learning limited Lopes Cardozo military Ministry MNEC monastic schools Myanmar nature noted opportunities organisations participation particular peace peacebuilding perceived pointed political position potential practices present primary professional programme promotion recent recognition reconciliation reflected reform regions relation remain response result role salary sector situation skills social society space specific structures subjects sustainable teacher education teaching tion transition understanding University violence women Yangon young youth

About the author (2018)

Mieke T.A. Lopes Cardozo is a tenured assistant professor at the Amsterdam Institute for Social Science Research of the University of Amsterdam, where her work focuses on education in relation to social justice and peacebuilding. She co-directed the Research Consortium on Education and Peacebuilding (2014-2016), a partnership with UNICEF’s Peacebuilding, Education and Advocacy (PBEA) programme, together with prof. Mario Novelli (University of Sussex), and prof. Alan Smith (University of Ulster) and coordinated the country study in Myanmar. She is appointed by the UN SG to work as part of an Advisory Committee of Experts for a UN mandated study on Resolution 2250 on Youth, Peace and Security.

Elizabeth J.T. Maber is a teaching associate in the Faculty of Education at the University of Cambridge. In 2017 she completed her doctorate in education and international development at the Amsterdam Institute for Social Science Research, University of Amsterdam, specialising in gender and education in conflict. During this time she also worked as a research consultant and Yangon fieldwork co-ordinator for the Research Consortium on Education and Peacebuilding. Since 2009 she has worked in Myanmar and Thailand as a trainer, curriculum writer and education consultant.

Bibliographic information

TitleSustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar
EditorsMieke T.A. Lopes Cardozo, Elizabeth J.T. Maber
PublisherSpringer, 2018
ISBN3319938126, 9783319938127
Length265 pages
  
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