- Constructing female citizenship in transition
- Women's activism and education in Myanmar
- Award date
- 6 October 2017
- Number of pages
- Document type
- PhD thesis
- Faculty of Social and Behavioural Sciences (FMG)
- Amsterdam Institute for Social Science Research (AISSR)
Varied 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 adopting a more oppositional stance. Such constructions can be highly gendered, leading to varying presentations and expectations of gendered behaviour for young men and young women. However, such practices also vary significantly across and within contexts and in varied forms of educational space, both formal and non-formal.
In Myanmar, diverse education providers from the state to women’s community-based activist organisations can produce competing visions of female citizenship, complicated by ongoing political transition, armed conflict and inter-communal violence. This research seeks to explore these multiple and varied ways in which education practices may construct notions and expectations of female citizenship within this transitioning context, including attention to both formal education practices within state schooling and non-formal education practices amongst community-based and civil society organisations.
The research adopts a critical feminist approach building on post-structural conceptualisations of space and the possibilities of transformation. Specifically, the research draws on Deleuzian notions of space and nomadism to advance a conceptualisation of learning environments and the position of activist-educators which reveals the plurality of influences which may find their way into sites of learning, and highlights opportunities to learn from Myanmar women activists’ experiences in constructing alternative sites of gendered learning.
Thesis (complete) (Embargo until 06 October 2019)
Chapter 4: Theorising education spaces: Conceptualising spaces for learning and (gendered) citizenship constructions in Myanmar’s transition (Embargo until 06 October 2019)
Chapter 5: Learning violence and shame: Gendering violence and the body in Myanmar’s formal education spaces (Embargo until 06 October 2019)
Chapter 6: Cross-border transitions: Navigating conflict and political change through community education practices in Myanmar and the Thai border (Embargo until 06 January 2018)
Chapter 7: Development and activism: Conceptualising spaces for women’s activism in conflict and transition (Embargo until 06 October 2019)
Chapter 9: (Re)Constructing empowerment: Challenges and alternatives in transporting women’s empowerment training (Embargo until 06 October 2019)
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