Abstract
ABSTRACT This article aims to contribute to contemporary understanding of student activism dynamics by using insights from prefiguration literature. We use practical prefiguration and conceptual prefiguration to analyse student protests against education reform in Myanmar in 2014–2015. Using in-depth interviews with student activists, their list of educational demands, and secondary sources regarding educational legislation, we unpack the complex relationship between educational claims and national politics that characterised the students’ struggle. We show how the students reimagined a new and better version of the Myanmar state by using both educational practice and theory to fuse the future with the present, the desired with the possible.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Compare: A Journal of Comparative and International Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
