Rinehart, Gray;
Tyrosvoutis, Greg;
(2023)
Designed for disruption: Lessons learned from teacher education in Myanmar and its borderlands.
Education and Conflict Review
, 4
pp. 19-28.
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Abstract
Due to protracted armed conflict, recurrent political crises, widespread structural disruption, and multi-dimensional oppression, teacher education in Myanmar and its borderlands operates within parallel state and nonstate systems. This article draws from a qualitative study that used complexity theory to examine how parallel ethnic and indigenous teacher education systems navigated disruption during the COVID-19 pandemic. The pandemic largely paralysed the provision of teacher education in Myanmar’s central government system. In contrast, the actors interviewed for this study who work in parallel systems pivoted and re-developed their programming to meet the need on the ground. The use of de-centralised approaches and flexible programming, and their ability to adapt the response to emerging needs and to operate with minimal resources, may signal that these parallel teacher education systems are designed for disruption. How such systems have continued to function amid complex emergencies may offer insights for researchers investigating the ways in which teacher education systems work in other crisis contexts.
| Type: | Article |
|---|---|
| Title: | Designed for disruption: Lessons learned from teacher education in Myanmar and its borderlands |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Myanmar, teacher education, complexity theory, education in emergencies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10175037 |
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