![]() ![]() Surprisingly, ethnic languages and education issues have so far not featured prominently in conversations around the peace process ( Lall & South 2016, Lall 2018). This very issue, often pointed out as a tangible evidence of a deliberate “Burmanisation” process orchestrated by the State, has largely contributed to the birth of individual ethnic consciousness ( see Kheunsai in Lall & South 2018) and has certainly played a key role in triggering (or sustaining) the formation of several ethnic armed movements. The absence (or suppression) of ethnic languages in government schools has always ranked high among ethnic minority groups’ grievances towards the State in Myanmar. Part I: Teaching ethnic languages in government schools: R ationale, Past, Present and Prospects This is part one of a three-part post – which forms a much shorter and more opinion-based version of an upcoming academic work (Salem-Gervais 2019) – aimed at offering a new perspective, and stimulating constructive debates, on several aspects of the representation of ethnic identities in Myanmar’s national education system, especially questions of languages. ![]() Nicolas Salem-Gervais, on the teaching of ethnic languages in government schools, past and present. ![]()
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