Authors

Lugyi No, Ph.D. student in research and evaluation, School of Education, University of Massachusetts, Lowell

Abstract

This essay argues that the current educational crisis in Myanmar is the direct outcome of a long-standing, unresolved struggle for linguistic justice. It traces this historical conflict from the moral and linguistic foundations of pre-colonial monastic schools, through the centralized, elite-focused structures of colonial rule, the post-independence push for ‘Burmanization,’ and the ideological control of successive military regimes. Across these periods, education was repeatedly mobilized as a tool of authority, creating a persistent tension between centralized state efforts to impose a singular Burman-centric identity and the resistance of ethnic nationalities demanding linguistic and cultural recognition. By examining these dynamics, the essay demonstrates that the post-2021 fracturing of the education system, which culminated in the SAC’s 2022 amendments mandating Burmese as the sole language of instruction (Independent Mon News Agency, 2022), is not a sudden break but the predictable culmination of these enduring political and cultural struggles. The paper concludes that any future reform must confront this deep-rooted history by centering linguistic justice as a cornerstone of a more inclusive and equitable system.

Keywords: Myanmar Education, Language Policy, Ethnic Diversity, Burmanization, Political Authority