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Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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Abstract:
Myanmar is home to over 54.8 million people, consisting of over 100 ethnolinguistic groups with distinct linguistic, cultural, and historical backgrounds. Since Myanmar gained independence from Great Britain, education has been used as the main political tool for Bamar national assimilation, neglecting this rich ethnic and cultural diversity. Myanmar opted for the assimilationist approach in which non-dominant ethnolinguistic nationalities are vanquished through the use of educational instruction, materials, and teachers’ education, all of which are ‘Bamarcentric’, centered around a single ethnolinguistic identity and language in Myanmar, Bamar. Other, non-dominant ethnolinguistic groups in Myanmar have long desired to incorporate their own languages, cultures, and histories into the educational system. In this vein, the National Education Law (NEL), which took effect in 2014, provides the integration of non-dominant ethnic languages and cultural identities into the mainstream curriculum. From this, a modified curriculum framework concerning the integration of indigenous ethnic content was produced in order to promote multicultural coexistence. The present study explores the implementation of the Local Curriculum and integration of non-dominant ethnic content into the curriculum in primary schools through the analysis of the curriculum development process and the integration of non-dominant ethnic content such as local literature, cultural perspectives, and indigenous worldviews. The study was conducted in Kachin, Kayah, Karen, and Mon states and the Yangon region, where a variety of ethnolinguistic groups reside. Using a qualitative approach, the study drew on findings from interviews with 63 participants, four classroom observations, and document analysis from four states and one region. The study revealed that the implementation of the Local Curriculum promotes multiculturalism and social cohesion.
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Keyword:
Bildung und Erziehung; Bildungspolitik; Bildungswesen; Chancengleichheit; cultural diversity; curriculum; Economics of Education; Education; education system; Educational Policy; equal opportunity; Ethnic Content Integration; Grundschule; integration; kulturelle Vielfalt; language; Local Curriculum; Macroanalysis of the Education System; Makroebene des Bildungswesens; Multicultural Education; multicultural society; Multiculturalism; multikulturelle Gesellschaft; Myanmar; primary school; Southeast Asia; Sprache; Südostasien
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URL: https://www.ssoar.info/ssoar/handle/document/76746
https://doi.org/10.14764/10.ASEAS-0060
https://aseas.univie.ac.at/index.php/aseas/article/view/6382/6601
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Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 149-153 ; Multicultural Lingual and Multicultural Education (2022)
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Multilingualism and Social Inclusion in Scotland: Language Options and Ligatures of the "1+2 Language Approach"
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In: Social Inclusion ; 9 ; 1 ; 14-23 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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The effect of linguistic diversity on 6-year-old children’s social preference for and epistemic perception of unfamiliar language speakers ...
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Language in Language Evolution Research: In Defense of a Pluralistic View
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In: BIOLINGUISTICS; Vol. 14 (2020): Special Issue—Biolinguistic Research in the 21st Century; 59-101 ; 1450-3417 (2021)
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Protecting Linguistic and Religious Minorities: Looking for Synergies among Legal Instruments
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Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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Doing Justice to Language in the Library: Beyond Signage and Collections
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 9 |
The Construction of Indigenous Language Rights in Peru: A Language Regime Approach
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In: Journal of Politics in Latin America ; 11 ; 2 ; 161-180 (2020)
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Language in Language Evolution Research
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In: Biolinguistics, Vol 14, Iss SI (2020) (2020)
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Deafness and ethnicity ; Deafness and ethnicity: Taking identity, language, and culture into account
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In: ISSN: 0002-726X ; American Annals of the Deaf ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02333181 ; American Annals of the Deaf, Gallaudet University Press, 2019, 164 (1), pp.73-96. ⟨10.1353/aad.2019.0010⟩ (2019)
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Langue, langage et traduction ; Language and translation
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In: Hermès [ISSN 0767-9513], 30 ans d’indisciplines, 2018, 80, p. 163 (2018)
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"Hindi Bayani/not a hero": the linguistic landscape of protest in Manila
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In: Social Inclusion ; 5 ; 4 ; 14-28 ; Multilingualism and social inclusion (2018)
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British English accents – linguistic and cultural implications ; Британские английские акценты – лингвистические и культурные импликации ; Британські акценти – лінгвістичні і культурні імплікації
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In: Image of the modern pedagogue; No. 6 (183) (2018): PEDAGOGICAL EDUCATION AND ADULT EDUCATION; 70-72 ; Wizerunek współczesnego pedagoga; Nr 6 (183) (2018): Педагогічна освіта та освіта дорослих; 70-72 ; Імідж сучасного педагога; № 6 (183) (2018): Педагогічна освіта та освіта дорослих; 70-72 ; 2522-9729 (2018)
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Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
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An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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Zum Rückgang der ethnolinguistischen Diversität im Alpenraum: das Beispiel der Rätoromanen Graubündens
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In: Europa Regional ; 3.1995 ; 2 ; 17-24 (2016)
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The myth of language universals: Language diversity and its importance for cognitive science
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In: Behavioral and Brain Sciences (2015)
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