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The Ambivalence Within/Of Ethnic Nat...

Thin Zar, Ei,

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The Ambivalence Within/Of Ethnic Nationalisms: Genealogies and Manifestations of Burman and Karen Nationalisms in Contemporary Language Practices in Education Systems of Burma /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Ambivalence Within/Of Ethnic Nationalisms: Genealogies and Manifestations of Burman and Karen Nationalisms in Contemporary Language Practices in Education Systems of Burma // Ei Thin Zar.
Author:	Thin Zar, Ei,
Description:	1 electronic resource (221 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31564369
ISBN:	9798384467885

The Ambivalence Within/Of Ethnic Nationalisms: Genealogies and Manifestations of Burman and Karen Nationalisms in Contemporary Language Practices in Education Systems of Burma /
Thin Zar, Ei,

The Ambivalence Within/Of Ethnic Nationalisms: Genealogies and Manifestations of Burman and Karen Nationalisms in Contemporary Language Practices in Education Systems of Burma /Ei Thin Zar. - 1 electronic resource (221 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

This dissertation focuses on the consequences of exclusionary ethnic nationalisms by examining historical and contemporary language practices regarding educational systems in Burma. Despite its long presence, Burmanisation has recently gained heightened attention as it is central to the political discourses that emerged in response to the military coup on February 1st, 2021. As a Karen Muslim woman born in Burma and as a teacher, I leverage my position to rethink the representation I was born into and identify how its loss occurred within an education system where the majority group's representation was ascribed. Drawing on two years of ethnographic interviews and archival findings, my dissertation reveals the constructions of Burman and Karen nationalisms and how their roles in the language used in educational practices impact everyday lives of Karen ethnic minorities by erasing their culture. My dissertation contributes to various debates in Curriculum Studies, Southeast Asian Area Studies and Language and Literary Studies. First, it demonstrates the affordances of a conjoined analytical framework namely Foucault's genealogical approach in the presence of Bhabha's ambivalence and hybridity as conceptual lenses in conducting qualitative research, thereby drawing together postcolonial studies and curriculum studies, and more. Second, by putting theories of the nation and the nationalizing of education into conversation with key ideas of the modern nation, I offer a novel discussion of their entangled roles through the process of rethinking nation's people as subjects and objects in the writing of nation as pedagogical and performative views which contributes to the studies of nationalism in post-colonial countries, particularly to the Southeast Asian Areas Studies, affected by minority rights issues. Finally, I give intimate attention to language in educational practices of Burma with the intention of demonstrating how language choice in the education system is a key factor in producing a 'kind of people' the nation desires that results in, exacerbates, or negates conflict in the wider society.

English

ISBN: 9798384467885Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Ambivalence

The Ambivalence Within/Of Ethnic Nationalisms: Genealogies and Manifestations of Burman and Karen Nationalisms in Contemporary Language Practices in Education Systems of Burma /
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520 $a This dissertation focuses on the consequences of exclusionary ethnic nationalisms by examining historical and contemporary language practices regarding educational systems in Burma. Despite its long presence, Burmanisation has recently gained heightened attention as it is central to the political discourses that emerged in response to the military coup on February 1st, 2021. As a Karen Muslim woman born in Burma and as a teacher, I leverage my position to rethink the representation I was born into and identify how its loss occurred within an education system where the majority group's representation was ascribed. Drawing on two years of ethnographic interviews and archival findings, my dissertation reveals the constructions of Burman and Karen nationalisms and how their roles in the language used in educational practices impact everyday lives of Karen ethnic minorities by erasing their culture. My dissertation contributes to various debates in Curriculum Studies, Southeast Asian Area Studies and Language and Literary Studies. First, it demonstrates the affordances of a conjoined analytical framework namely Foucault's genealogical approach in the presence of Bhabha's ambivalence and hybridity as conceptual lenses in conducting qualitative research, thereby drawing together postcolonial studies and curriculum studies, and more. Second, by putting theories of the nation and the nationalizing of education into conversation with key ideas of the modern nation, I offer a novel discussion of their entangled roles through the process of rethinking nation's people as subjects and objects in the writing of nation as pedagogical and performative views which contributes to the studies of nationalism in post-colonial countries, particularly to the Southeast Asian Areas Studies, affected by minority rights issues. Finally, I give intimate attention to language in educational practices of Burma with the intention of demonstrating how language choice in the education system is a key factor in producing a 'kind of people' the nation desires that results in, exacerbates, or negates conflict in the wider society.
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