ERIC Number: EJ1205669
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: N/A
Undoing Exclusions/Expanding Inclusion: Conceptualizing Spaces for Gendered Learning and Citizenship Constructions in Myanmar's Transition
Curriculum Inquiry, v48 n5 p560-579 2018
Education sites, particularly in situations of conflict and transition, can play multiple and changing roles, including validating reproductions of state-sanctioned citizenship along exclusive strata, or conversely presenting alternative models of more inclusive citizenship. This article seeks to explore the dynamics and contributions of differing education practices within the context of Myanmar, with a focus on the ways such practices and the emerging presentations are gendered. Drawing on Deleuze and Guattari's notions of striated and smooth spaces, I highlight the differing dimensions of Myanmar's education environments that reveal alternate practices of learning. In so doing, I draw on examples of practices in non-formal education to highlight how smooth learning dynamics may provide opportunities to undo the fixity of hierarchies currently reproduced in state schooling and allow for greater opportunity for young women in particular to contest subordination.
Descriptors: Educational Practices, Educational Environment, Nonformal Education, Gender Issues, Females, Gender Bias, Foreign Countries, Inclusion, Equal Education, Citizenship, Conflict, Political Issues, Religious Factors, Violence
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Burma
Grant or Contract Numbers: N/A