ABSTRACT
Pedagogical reform is an institutional change that involves revising the rules of the game in practice, the legitimacy of which depends on political and legislative contexts. In the context of Myanmar’s experience transitioning into a democratic society, this study discusses the changes in theoretical equilibria concerning pedagogical practices with reference to the changes in the links between the national regime, education policies, and teacher preference about practices. As the country transitioned from a junta to a civilian government, education policies became more democratised. However, the coup d’état of February 2021 could retract these changes.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 It should be noted that while this study mainly discusses the contexts of the governmental schools, some ethnic armed organisations (EAOs) run their own schooling systems in Myanmar to preserve their culture and language. Such education systems exist in, for example, the states of Karen (Jolliffe Citation2017; South Citation2022), Mon (Bertrand Citation2022; South Citation2022), Kachin (Bertrand Citation2022; Jagger Citation2018; South Citation2022) and Shan (South Citation2022) with curricula almost equivalent to the one used by the government schools, but using their ethnic mother tongues as the media of instruction (South Citation2022).