Research Articles
“Teaching Heals My Mental Wounds” : Myanmar English Educators in Thailand Learning in Liminal Spaces
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.23 No.s1 (2026.05)바로가기
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- 페이지
- pp.69-83
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A484944
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원문정보
초록
- 영어
- This case study of six teachers of English as a Subject in Basis Education (ESBE) who fled Myanmar seeking refuge in Thailand provides valuable insights into the sociopolitical aspects of education and the impact of teaching in times of conflict and crisis. Using the lenses of Language Teacher Identity formation (LTI), Communities of Practice (CoP), and Assemblage Theory, this study explored the questions: How did the 2021 military coup in Myanmar impact the teachers' identity, agency, and pedagogy? What was their lived experience? How do these teachers envision their future and the future of education in Myanmar? To contextualize the study, the authors provide a brief background of the sociopolitical context of Myanmar, an overview of its educational systems and ESBE in Myanmar and the impact of the 2021 coup and the military’s brutal crackdown on teachers who protested it by joining the Civil Disobedience Movement (CDM). Findings reveal that despite the hardships, these teachers found agency through emerging and changing identities, demonstrated resistance through activism and improved pedagogy, and fostered resilience through participation in new and former communities. This study has implications for pedagogy for teaching in crisis, educational policy, and teacher education in the ASEAN region and beyond.
목차
Abstract
The Political Context of Myanmar and Its Educational Systems
The Current Political Context of Myanmar
An Overview of Education in Myanmar
The Impact of the 2021 Coup and CDM on Education in Myanmar
Myanmar State-Run Education at Primary and Secondary Levels
English Teaching in Primary and Secondary Schools (ESBE) in Myanmar
Pedagogy, Policy, and Teacher Education in Myanmar
Theoretical Frameworks
Language Teacher Identity
Communities of Practice
Assemblage Theory
Methods
Research Purpose, Questions, and Instruments
Research Procedures and Participants
Results
Finding Agency in Identity
Counting the Cost of CDM
Expressing Resistance Through Activism and Exile
Pedagogical Differences
Political Dilemmas
Political Dilemmas
Fostering Resilience in the CDM Community
Envisioning a Future for Self and Country
Discussion and Implications for Pedagogy, Policy, and Teacher Education
Conclusion
Acknowledgements
Author Note
The Authors
References
키워드
Myanmar/Burma TESOL teacher identity teacher agency civil disobedience movement저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.23 No.s1
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