Author: Kay Thwe Phyo .
., Kay Thwe Phyo, 2024 Crisis and education: voices from Myanmar’s higher education teachers, Flinders University, College of Education, Psychology and Social Work
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For many years, the education system in Myanmar has been characterised by centralised authority, limited academic autonomy, which has impacted upon teachers' capacity to pursue their professional growth. These issues have been intensified by the political turmoil that has occurred as a result of the military coup in 2021. This research examines the influence of the 2021 coup on teachers in Myanmar's higher education system, with a specific emphasis on the multifaceted difficulties they encounter in both their professional and personal lives. The research highlights the difficulties that arise from their involvement in the Civil Disobedience Movement (CDM), which promotes an education system that ensures academic freedom, democratic principles, and equitable opportunity for everyone. Windschitl's four constructivist dilemmas were employed as the theoretical framework, offering a comprehensive lens to examine the challenges teachers face in conceptual, pedagogical, cultural, and political areas following the 2021 military takeover. The research utilised a case study methodology, including semi-structured interviews to collect comprehensive and nuanced perspectives from teachers who have been directly impacted by the coup. According to a constructionist perspective, the researcher analysed the gathered data using Braun and Clarke’s (2006) thematic analysis method to construct significant themes and patterns in the teachers’ experiences. The research findings indicated that the 2021 military coup in Myanmar has stopped significant educational reforms, limiting teachers' ability to adopt new concepts and maintain academic freedom. Teachers frequently encounter oppression, displacement, and emotional distress, affecting them and their families. Despite these difficulties, many teachers have demonstrated remarkable determination by establishing alternative educational initiatives and networks to ensure the continuity of education as they desire an education system with equal rights and opportunities. They also advocate for academic freedom and international collaboration but lack a concrete plan for reconstructing the system post-conflict. Amidst the crisis, teachers find creative ways to engage students and demonstrate unwavering commitment by resisting the military regime, advocating for academic freedom and democratic values. This research provides unique insights into the impact of violence and conflict on education and guidance for forthcoming efforts in supporting teachers and enhancing educational achievements after the coup by analysing the experiences of HE teachers in Myanmar. Moreover, establishing global relationships and partnerships can provide vital assistance and resources to stabilise and improve Myanmar's higher education sector.
Keywords: Higher Education, Myanmar, Conflict, Myanmar military coup
Subject: Education thesis
Thesis type: Masters
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Dr.Rozi Binte Rahmat