UCLA

Global emergencies resulting from conflict, human rights violations, and natural disasters have displaced more than 90 million people worldwide, half of whom are under 18. While the United Nations’ Sustainable Development Goal 4 (SDG4) calls for sustainable (i.e. long-lasting) access to inclusive and quality education for all people by 2030, global education systems have thus far fallen short, particularly in emergency settings. In Myanmar, a country affected by multiple state-led conflicts and genocidal acts against ethnic minorities, access to quality and inclusive education is severely limited. In response to the state’s neglect of education amid war, several ethnic minority communities have created their own education systems. These community-based schools (CBS) are one type of non-state schooling (i.e. private or nongovernmental) where all financing and provision of education is owned and managed by local community actors. The research on CBS shows demonstrated benefits in the areas of culturally relevant curriculum and local ownership of organizational practices, though challenges like inconsistent quality and lack of attention to inclusivity have also been found. Few studies have been conducted on CBS operating amidst active conflict. Accordingly, this qualitative and participatory research study investigates, through an in-depth case study, the macro-level sociopolitical history of institutions, meso-level organizational practices, and micro-level curriculum development processes of CBS operating amidst emergencies in Myanmar. In my analysis, I draw from a range of academic and practitioner-based theoretical approaches to present findings on how these macro, meso, and micro level community-based education practices reflect sustainable access to quality and inclusive education in emergencies. Ultimately, I argue that a rich historical understanding of community and their sustained engagement with CBS, from visioning to implementation and refining, are necessary to best realize educational goals. I conclude with recommendations for CBS efforts in Myanmar specifically and how this case might inform and inspire practice and research surrounding other instances of community-based education in emergencies globally.