Schooling by the Community, for the Community: Lessons From Nonstate Actors in Myanmar

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Narrowing the Attainment Gap

Abstract

Quality and inclusive education for all, as is proposed in Sustainable Development Goal four (SDG4), is yet to be realized globally and is even more elusive for people affected by displacement and conflict. I drew on Freirean pedagogy, globalization theory, and a human rights-based approach to education for this qualitative study in which I examined how community-based non-state actors worked to deliver quality education to Internally Displaced Persons (IDPs) and others affected by conflict in Myanmar. My initial findings suggest that in order for community-based schooling to be successful: 1) a diverse group of community members must be consulted throughout the design and implementation of schooling, and 2) community school goal making is best conducted as an iterative process.

Author

• Andrew Swindell, University of California - Los Angeles