A Participatory Study of 'Qualitative Education' with Mon Ethnic Students in Myanmar

缅甸孟族学生“素质教育”的参与性研究

• 批准号: 2669201
• 金额: --
• 依托单位: University of Manchester
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2669201
• 关键词: Participatory; Study; Qualitative; Education; Mon

This project aims to understand different discourses of quality education in Myanmar and identify how schoolingcontributes and/or creates barriers to developing the capabilities of minority ethnic youths. Using an insiderapproach (Savvides, et al., 2014) as a member of the Mon-ethnic minority in Myanmar, this study will ask: Howis quality education understood by Mon ethnic minorities and to what extent does the current quality educationpolicy in Myanmar reflect the needs and experiences of these ethnic minorities? I will address these questionsthrough (i) focus groups and in-depth participatory study with Mon secondary students from two schools(government and Mon School) and (ii) critical discourse analysis of Myanmar education policies.Theoretical Framework & Rationale:Tikly (2009) offers three domains to conceptualise quality education in apost-colonial, low-income context. First, quality education should provide equitable distribution of educationalresources to enable students to sustain their economic capabilities. Secondly, quality education enables diverseneeds and identities to develop students' cultural capabilities for achieving social esteem. Finally, qualityeducation supports all members of society to participate in the dialogue of 'why and what' capabilities arenecessary for quality education and 'how and who' should be enacted. Tikly's framework suggests that 'qualityeducation' should not simply rely on policy actors taking accountability in a state-led, predominantly Eurocentricnotion of human capital and rights approaches. Instead, Tikly emphasises the importance of participation in localdecision making to address injustices to disadvantage communities in postcolonial contexts.

该项目旨在了解缅甸关于优质教育的不同论述，并确定学校教育如何促进和/或阻碍少数民族青年的能力发展。使用内部方法（Savvides等人，2014年）作为缅甸孟族少数民族的一员，本研究将提出以下问题：孟族少数民族如何理解优质教育，缅甸现行的优质教育政策在多大程度上反映了这些少数民族的需求和经验？我将通过（i）焦点小组和深入的参与性研究来解决这些问题，其中有来自两所学校（政府和孟族学校）的孟族中学生，以及（ii）对缅甸教育政策的批判性话语分析。理论框架和原理：Tikly（2009）提供了三个领域来概念化在殖民地，低收入背景下的优质教育。首先，优质教育应该提供公平的教育资源分配，使学生能够维持他们的经济能力。第二，优质教育使不同的需要和身份能够发展学生的文化能力，以获得社会尊重。最后，优质教育支持社会所有成员参与对话，讨论优质教育“为什么和什么”能力是必要的，以及“如何和由谁来实施”。Tikly的框架表明，“优质教育”不应该仅仅依赖于政策参与者在国家主导的、主要以欧洲为中心的人力资本和权利方法的概念中承担责任。相反，Tikly强调了参与地方决策的重要性，以解决后殖民背景下弱势社区的不公正问题。