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

该项目旨在了解缅甸关于优质教育的不同论述，并确定教育如何有助于和/或阻碍少数民族青年的能力发展。作为缅甸孟族少数民族的一员，本研究将使用内部方法(Savvides等人，2014年)，询问：孟族少数民族对优质教育的理解如何，缅甸目前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)焦点小组和与来自两所学校(政府和孟族学校)的孟族中学生的深入参与性研究和(Ii)对缅甸教育政策的批判性话语分析来解决这些问题。首先，优质教育应公平分配教育资源，使学生能够维持其经济能力。其次，素质教育使不同的学生和身份认同能够培养学生获得社会尊重的文化能力。最后，优质教育支持所有社会成员参与对话，讨论优质教育所需的“为什么”和“什么”能力，以及“如何和谁”应被颁布。蒂克利的框架表明，“优质教育”不应该简单地依赖于政策参与者在国家主导的、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对社区不利的不公正问题。

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.