Building trust in a fractured education system: perspectives of teachers and students in Myanmar

The controversial processes of education reform in Myanmar have revealed a variety of priorities and positions on the part of policy makers, teachers and students, including the much publicised students’ protests and... [ view full abstract ]

The controversial processes of education reform in Myanmar have revealed a variety of priorities and positions on the part of policy makers, teachers and students, including the much publicised students’ protests and resultant government response. These varied responses have exposed the fundamental mistrust that exists across generations, political affiliations and ethnic identities (amongst others) which needs to be rebuilt to ensure sustainability in education systems and partnerships. Teachers and learners therefore find themselves within a contested space where many students have lost faith in the value of the education they have embarked upon, while teachers perceive traditions of respect have been eroded. This talk therefore aims to highlight some of the factors that have contributed to this breakdown in trust across multiple directions, while reflecting on the potential for reconciliation with reform processes. As female educators and advocates we place particular emphasis on the gender dynamics that manifest themselves in educational settings in Myanmar, where the feminisation of teaching and (certain) learning environments has accompanied the devaluing of education pathways.
The intention is to encourage reflection on examples shared from the context of our professional and research experience, and so to allow for greater interaction we aim to present in the form of a pop-up talk. Through this method we will share some of the encounters experienced in our collective research on the roles of young people and teachers in rebuilding trust within a fractured education system.