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Imagined Futures: Education and Nati...

Johnson, Kim.

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Imagined Futures: Education and Nation-building in Karen-dominated Refugee Camps along the Thailand-Burma Border.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Imagined Futures: Education and Nation-building in Karen-dominated Refugee Camps along the Thailand-Burma Border./
作者:	Johnson, Kim.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	386 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10158477
ISBN:	9781369134858

Imagined Futures: Education and Nation-building in Karen-dominated Refugee Camps along the Thailand-Burma Border.
Johnson, Kim.

Imagined Futures: Education and Nation-building in Karen-dominated Refugee Camps along the Thailand-Burma Border. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 386 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

This dissertation argues that participatory methods and strategies used by international organizations to create and implement education policies often work to perpetuate the status quo vis-a-vis statism and political power. I critique the international community's support of the nation-state system and of individual states, even when they have violated important tenets of "world society"; and I critique the impact of international education policies, introduced via participatory methods, in maintaining the statist system and its international and local power structures. This research looks specifically at the consequences of international strategies on education in Burma and in the refugee camps in Thailand, where ethnic minority people from Burma have been living for decades.

ISBN: 9781369134858Subjects--Topical Terms:

2191387
Education policy.

Imagined Futures: Education and Nation-building in Karen-dominated Refugee Camps along the Thailand-Burma Border.
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500 $a Adviser: Nancy O. Kendall.
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520 $a This dissertation argues that participatory methods and strategies used by international organizations to create and implement education policies often work to perpetuate the status quo vis-a-vis statism and political power. I critique the international community's support of the nation-state system and of individual states, even when they have violated important tenets of "world society"; and I critique the impact of international education policies, introduced via participatory methods, in maintaining the statist system and its international and local power structures. This research looks specifically at the consequences of international strategies on education in Burma and in the refugee camps in Thailand, where ethnic minority people from Burma have been living for decades.
520 $a Using vertical ethnographic methods, I analyze educational policies in and around the refugee camps across time, space, and political levels. I begin by showing how the policies implemented by the British colonialists in Burma combined and divided Burma's ethnic groups in problematic ways, resulting in a singular "Burmese" statist identity built on increased divisions between highland and lowland ethnic groups.
520 $a I then use neo-institutional frameworks to explore the creation of Karen-majority refugee camps and education systems that fostered Karen nationalism. These systems were designed using majoritarian-oriented and techno-rationalized participatory methods led by international experts.
520 $a I use political economy theories to examine how refugee identification as Karen, which was legitimized by international actors for decades, and not Burmese, led to the creation of a higher education system that fostered Karen nationalist leadership and a focus on communicating effectively with international community members. I compare the strategies and the ideologies that informed the participatory methods used by Karen and international experts in the creation of elementary versus higher education in the camps.
520 $a In 2010, changes in the Burmese government resulted in new calls for refugee repatriation. I examine Karen conformity and resistance to repatriation discussions, paying particular attention to interactions between camp-based and international experts as they negotiate repatriation vis-a-vis education. This dissertation finds that the participatory methods used by those in power tend to maintain statist power structures; in this case to contradictory ends in the pre-2014 and post-2014 periods.
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