Editors:
- 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
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Table of contents (12 chapters)
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Front Matter
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Youth and Peacebuilding
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Front Matter
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Back Matter
About this book
This book offers a unique insight into the ways in which education systems, governance, and actors at multiple scales interact in initial steps towards building peace. It presents a spectrum of recently conducted research in the context of Myanmar, a society in the midst of challenging transitions, politically, socio-culturally and economically. Divided in 3 thematical research areas, the first part on Myanmar’s policy landscape aims to unravel the integration of peacebuilding into the education sector at macro and micro policy levels. The second part examines the role teachers play in processes of peacebuilding, and the third part examines ways in which formal and non-formal peacebuilding education programs address the agency of youth in Myanmar. This book is an essential guide for students embarking in the field of education, conflict and peacebuilding.
Keywords
Editors and Affiliations
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University of Amsterdam, Amsterdam, The Netherlands
Mieke T.A. Lopes Cardozo
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University of Cambridge, Cambridge, UK
Elizabeth J.T. Maber
About the editors
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.
Bibliographic Information
Book Title: Sustainable Peacebuilding and Social Justice in Times of Transition
Book Subtitle: Findings on the Role of Education in Myanmar
Editors: Mieke T.A. Lopes Cardozo, Elizabeth J.T. Maber
DOI: https://doi.org/10.1007/978-3-319-93812-7
Publisher: Springer Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2019
Hardcover ISBN: 978-3-319-93811-0Published: 07 November 2018
Softcover ISBN: 978-3-030-06725-0Published: 26 December 2018
eBook ISBN: 978-3-319-93812-7Published: 26 October 2018
Edition Number: 1
Number of Pages: XXI, 265
Number of Illustrations: 12 b/w illustrations
Topics: Social Justice, Equality and Human Rights, Development Studies, International and Comparative Education, Methodology of the Social Sciences