Non-state Teachers in Mon State: Teacher Identity and a Struggle with Inequality

  • Taru Niskanen
  • Katharina Buske


This chapter presents two case studies both conducted in Mon State, Myanmar, focusing on non-state teaching. The case study on monastic teachers’ professional motivations and aspirations highlights religious (Buddhist) values of self-sacrifice and service as a positive resource to the teachers, combined with a perceived responsibility to serve their own disadvantages communities. Contradictorily, many teachers see teaching at a monastic school as an undesirable long-term job and wish to get a position at a public school. The case study on history teachers in the ethnic education system in Mon State analyses their role in and relation to peace in Myanmar. The two main points of discussion are issues of inequality in comparison to their counterparts in the state system and the building of identity. Findings reveal that the teachers have not yet begun with a process of reconciliation although the state and ethnic education system are trying to increase cooperation.


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  • Taru Niskanen
    • 1
  • Katharina Buske
    • 1
  1. 1.University of AmsterdamAmsterdamThe Netherlands

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