Sustainable Peacebuilding and Social Justice in Times of Transition

Provides unique insights into the ways in which education systems, governance, and actors interact in initial steps towards building peace

Contributes to the emerging field of study of education and conflict

Offers novel research findings on Myanmar's political and educational landscape since the process of democratic transition started since 2010

Autorentext

Mieke T.A. Lopes Cardozo is a tenured assistant professor at the Amsterdam Institute for Social Science Research of the University of Amsterdam, where her work focuses on education in relation to social justice and peacebuilding. She co-directed the Research Consortium on Education and Peacebuilding (2014-2016), a partnership with UNICEF's Peacebuilding, Education and Advocacy (PBEA) programme, together with prof. Mario Novelli (University of Sussex), and prof. Alan Smith (University of Ulster) and coordinated the country study in Myanmar. She is appointed by the UN SG to work as part of an Advisory Committee of Experts for a UN mandated study on Resolution 2250 on Youth, Peace and Security.

Elizabeth J.T. Maber is a teaching associate in the Faculty of Education at the University of Cambridge. In 2017 she completed her doctorate in education and international development at the Amsterdam Institute for Social Science Research, University of Amsterdam, specialising in gender and education in conflict. During this time she also worked as a research consultant and Yangon fieldwork co-ordinator for the Research Consortium on Education and Peacebuilding. Since 2009 she has worked in Myanmar and Thailand as a trainer, curriculum writer and education consultant.

Inhalt
Foreword (Mario Novelli and Alan Smith).- Chapter 1. Introduction (Mieke Lopes Cardozo and Elizabeth Maber).- Chapter 2. Analytical framework, Methodology and key definitions (Mieke Lopes Cardozo).- PART 1. Myanmar's Policy Landscape.- Chapter 3. Contemporary conflict-affected & peacebuilding context of Myanmar (Elizabeth Maber).- Chapter 4. Education and policy challenges of a situation in flux (Ritesh Shah, Khin Mar Aung and Mieke Lopes Cardozo).- Chapter 5. Policy implications for language of instruction (Aye Aye Nyein, Ritesh Shah and Khin Mar Aung).- PART 2. Teachers and Peacebuilding.- Chapter 6. Teachers' roles in ongoing processes of peacebuilding and conflict (Elizabeth Maber, Sean Higgins and Hla Win May Oo).- Chapter 7. Teacher education and curriculum reform (Sean Higgins).- Chapter 8. Non-State teaching in Mon (Katharina Buske and Taru Niskanen).- PART 3 Youth and Peacebuilding.- Chapter 9. Youth's restricted space for peacebuilding in and beyond education (Mieke Lopes Cardozo and Sean Higgins).- Chapter 10. Youth in formal and non-formal education (Elizabeth Maber, Naw Naw Paul, Aye Aye Nyein, and Sean Higgins).- Chapter 11. Youth experiences of education for peacebuilding (Tabea Cambell Pauli and Kyimet Schipper).- Chapter 12. Concluding reflections and possible ways forward (Mieke Lopes Cardozo and Elizabeth Maber).-