- 1) Policy: How is peacebuilding integrated into the education sector at macro and micro policy levels?
- 2) Teachers: What is the role of teachers in the peacebuilding process of a country?
- 3) Youth: How do formal/non-formal peacebuilding education programmes address the agency of youth?
from the University of Auckland and seven researchers in Myanmar, carried out the fieldwork between January and April 2015. To date, the study included 72 policy-related respondents (including policy-makers, peacebuilding actors, and experts), 115 teacher-related respondents (including head teachers, teachers, and teacher trainers), and 144 youth-related participants (including youth and staff of micro-cases) in the wider Yangon area and in Mon state. Hence, the data presented reflects a particular period and geographical focus. Moreover, the authors are mindful of the unique contexts of both Mon and Yangon in relation to peacebuilding within the broader national context, such that our findings are not generalizable to other areas of the country with specific conflict drivers, some of which are currently conflict-affected. In addition to the work of the Research Consortium, the University of Amsterdam also supports PhD and Master research on the themes of education for social transformation, and some of the completed outcomes are listed below.
- The Role of Education in Peacebuilding, executive summary of
the Myanmar Country Report, University of Amsterdam.
A more elaborate report with a selection of the findings of the
University of Amsterdam is available on request, via Country Lead researcher Mieke Lopes Cardozo [firstname.lastname@example.org]
- Burmese version of the Role of Education in peacebuilding, executive summary of the Myanmar Country report, University of Amsterdam
- Lopes Cardozo, M.T.A., Durrani, N., Higgins, S. and Kadiwal, L. (2015) Methodological and ethical challenges of studying youth: the role of education for youth agency in relation to building sustainable peaceful futures in Pakistan/Myanmar, UKFIET Conference, 15-17 September 2015
- Yasmin Zanini (2017) Gendered Perspective: Young Female University Students’ Agency between Traditional and Transitional Myanmar [Supervised by Elizabeth Maber]
- Liz Jacobs (2016) Myanmar’s Coming Out: how SOGIE minorities navigate identities and space in a globalised world [Supervised by Elizabeth Maber]
- Katharina Buske (2016) History Teachers in Post-Conflict Contexts and their Role in the Peace Process A case study of Mon Schools in Myanmar [Supervised by Elizabeth Maber]
- Tabea Campbell Pauli (2016) Ethnically-Inclusive Education for Peacebuilding in Myanmar [Supervised by Elizabeth Maber]
- Kiymet Schipper (2015) Youth as agents for political transition. To change, or to be changed? [Supervised by Mieke Lopes Cardozo]