保山边民涉外婚姻与边境社会稳定研究

跨国婚姻,又名涉外婚姻,是目前很多国家和地区必须面对的现实问题。文章在田野调查的基础上,阐述了保山四个边境乡镇居民与缅籍人员的跨国婚姻现状,分析了其形成的原因,探讨和研究了跨国婚姻本身及其所引发的若干社会问题与影响,最后提出了建议和对策。     

缅甸高中数学教学内容简介与认识

以缅甸现行的由缅甸共和国教育部基础教育课程与教材委员会编写出版的高中数学教材为载体,介绍缅甸高中数学主要教学内容,最后给出几点认识。     

缅甸的外国移民:历史、现状及其影响

1988年以前,外国人移居缅甸的历史可以根据缅甸的历史发展进程分为六个不同的阶段,每个阶段的外国移民数量和特点随着缅甸历史和政局的变动而不同。1988年后,随着缅甸新军人政权的建立,大量的中国人移居缅甸,成为缅甸的新移民。不同时期的外来移民对缅甸的发展贡献了力量,同时也对缅甸造成了一定的消极影响。     

缅甸华文学校办学状况探析

目前缅甸各地虽然华文学校颇有蓬勃发展之势,但终究是属民间集资所办。既无强大的经济做后盾,更无政府的批准认可为依据,也无法律的保障。华文学校在夹缝中艰难生存,存在社会认可度低、师资力量薄弱、管理教学方式滞后、教材不统一、学生学习积极性不高等一些列问题,华文学校的生存趋向如何,也仍然是未知数。     

Domesticating algorithms: An exploratory study of Facebook users in Myanmar

Abstract

This exploratory study investigates the encounters and everyday experiences with the Facebook algorithm of 18 informants in Yangon, Myanmar. It draws on domestication theory and research on algorithms to understand how users come to use and respond to Facebook. Findings showed that their particular perception of Facebook algorithm—Friends funnel information—informs their domestication process, wherein they add strangers as Friends to draw more information flows to their News Feeds.     

Utilizing Information and Communication Technologies to Achieve Lifelong Education for All: A Case Study of Myanmar

This paper examines the role of information and communication technologies (ICTs) in advancing the cause of education for all and livelong learning. After examining the claimed benefits of ICTs for promoting education and schooling, and the characteristics of education and the basic education movement in Asia, the paper focuses on providing a case study of one country in South-East Asia, that of Myanmar, regarding the use of ICTs to achieve lifelong education for all. The paper reports on a research study being undertaken by the author which examines how ICTs are being harnessed to support educational needs in the formal education system in Myanmar, including basic education, teacher development, and in the higher education institutions under the Ministry of Education. The study focuses specifically on the applications of ICTs for increasing access and improving quality in the context of the Information Age. The research is based on a field survey and case studies of best practices and innovations in the applications of ICTs to education in the Myanmar education system. By identifying the conditions that must be addressed in making effective use of ICTs for learning and teaching, the results of this study provides much needed feedback to assist the Ministry of Education in Myanmar to operate most cost-effectively in this area. Although the paper specifically examines the situation regarding one particular country, lessons learnt from the experience of Myanmar have much to offer researchers, policy makers and practitioners regarding the applications of ICTs to education development in other parts of Asia, and indeed in other parts of the world. However, the extent to which the results of this research study are generalizable to other developing countries has yet to be ascertained, since this is beyond the scope of the study reported on in this paper.     

生计模式转变背景下中缅北界傈僳族的国家认同——以云南中缅边境白岩傈僳族村为例

生计模式的选择不仅关系到民族共同体每一个成员的切身利益,也关系到民族共同体本身的社会性发展,而所谓的“文化”和“政治”则都是在这种社会性发展的过程中衍生和转变的。如果我们把民族关系和国家认同视为一种普遍的社会、政治和经济现象,那么这种现象势必会和一个民族对某一种生计模式或主动或被动的选择有关。本文中,生计模式的转变不仅提高了中缅北界白岩傈僳族村民的经济收入和生活水平,更在其自身经济地位有所提高的情况下对其国家认同产生了微妙的影响。     

Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar

An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running.     

Transitional justice in Myanmar: fragments of quieted voices

This creative piece combines non-fiction, poetry and fiction to imagine the voices of a refugee, a market vendor, a soldier and a dissident addressing the question of transitional justice in Myanmar. Drawing primarily from my experiences working with Burmese lawyers and refugees on the Thailand–Myanmar border, the piece first provides an overview of transitional justice efforts in Myanmar, and then shifts to voices inspired by people whom I met along the way – in refugee camps, selling vegetables, recovering from prison. Transitional justice too often ignores these quieter voices. The voices that I attempt to capture, however, are frustratingly unhelpful, frequently evasive and largely ambivalent about justice. I expected passionate condemnation of past wrongs and outrage at government abuse. The quieter voices defied my expectations. The poetry and vignettes, therefore, reflect a more nuanced, lyrical perspective that partially surrenders to the passing of time and the powerlessness that people feel in the face of distant authority.     

Developing pedagogical practices in Myanmar primary schools: possibilities and constraints

This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages.