Unforgetting Pedagogies: Making Sense of Montessori in Myanmar by Non-State Myanmar Educators Amidst Shifting Sociocultural and Political Landscapes

• In Event: AERA Roundtable Session Thursday 2:15 pm
  In Roundtable Session: Curriculum, Pedagogy, and Historical Inquiry

Abstract

This research investigates how non-state educators in Myanmar interpret and implement Montessori pedagogic values in their early childhood practices as a response to colonial legacies, political instability, and the needs of their local communities. Drawing on ethnographic inquiry, the study examines how educators, through their lived experiences, imaginations, and innovations, are reshaping a pedagogical tradition with a long global history like Montessori amidst the political, social, and economic conditions of Myanmar. By understanding these educators’ narratives, the study responds to Division F’s call to examine the legacies of history upon our present, while using ethnographic methods to investigate how educators are making sense of ongoing crises and envisioning new educational futures in Myanmar.

Author

• Maw Maw Khaing, University of Oxford