The evolution of cultural practices
Are changes to education in Myanmar leading to a shift in the way in which child–adult relationships are constructed
Bibliographic Data
| ID | 13005692 |
|---|---|
| Authors | Win Han Oo (0000-0002-1378-9405, corresponding author) |
| Year | 2015 |
| Volume | 5 |
| Issue | 4 |
| Pages | 395-403 |
| Publication date | 2015-11-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/2043610615612949 |
| OpenAlex | W2304788347 |
| Language | EN |
| Citations received | 5 |
| References cited | 2 |
In Myanmar, a country generally recognised to be economically and politically less developed than its neighbours in the South East Asia Region, children have to be obedient. Traditional teaching styles, characterised by rote learning and teacher ascendancy, have dominated the education sector for decades. This is reflective of traditional societal norms that accept, almost unquestionably, the need for younger people to follow the direction of their elders or those in society considered to be in a position of rank or authority. For students in class, asking questions to the teacher, expressing an opinion or giving feedback and taking part in discussions are somehow taboo. Starting from around 10 years ago, with the introduction of what has become known by its acronym, the child-centred approach, shifting teacher hegemony became a priority of the government and alternative education providers. The child-centred approach, as it is interpreted in Myanmar, seeks to encourage teachers to step out of their role of ‘class director’ and engage children in constructing and managing their own learning experience. There have been numerous constraints to introducing this new methodology including the examination system, a rigid adherence to the set curriculum and textbooks and teacher pupil ratio. Moreover, according to current reviews and evaluation of the child-centred approach, teacher understanding of the concept is not always well developed and change not always supported by peers, school leadership or the community. However, the process has begun and an increasing number of schools are being encouraged to use this approach in line with current education sector reform. This critical change of teaching approach in Myanmar schools has the potential to have a significant impact on the dynamics of traditional social mores and structures, particularly as it is further reinforced by the rapidly developing economy and increasing exposure to outside influences. Tension is developing between the more conservative adult world and children and young people who appear increasingly eager to question traditional thinking. This article explores the potential and nascent impact and consequences on communities and Myanmar society resulting from the child-centred approach and the changing expectations young people have on the education system in the context of broader societal change
Class (philosophy · Curriculum · Epistemology · Government (linguistics · Hegemony · Pedagogy · Political science · Politics · Public relations · Sociology · Taboo · Asian Geopolitics and Ethnography · Law
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |