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- PublicationPeacebuilding in the Balkans: The View from the Ground Floor (Book Review)(2019) Yanuar Sumarlan; Mahidol University. Institute of Human Rights and Peace Studies
- Publicationบทเรียนสันติภาพข้ามทศวรรษในเนปาลผ่านมุมมองของจอห์น พอล เลเดอรัค (บทวิจารณ์หนังสือ)(2561) รัฐวิศว์ เอื้อประชานนท์; Ratawit Ouaprachanon; มหาวิทยาลัยมหิดล. สถาบันสิทธิมนุษยชนและสันติศึกษา
- PublicationThe Vulnerable Child’s Right to be Ethically Researched(2020) Mark Peter Capaldi; Mahidol University. Institute of Human Rights and Peace Studies
- PublicationGender-Based Violence Prevention in Schools in Myanmar: A Study from Taunggyi(2021) Soe Thiri Win; Duanghathai Buranajaroenkij; Mahidol University. Institute of Human Rights and Peace StudiesGender-Based Violence (GBV) in schools is a critical and pervasive issue in many countries, including Myanmar. There is persistent concern in preventing GBV and particularly in protecting women and girls. This article examines the understanding of GBV among primary school teachers and the extent of GBV prevention in schools. This research examines forms of GBV occurring in Basic Education High schools in Taunggyi and explores teachers’ responses to GBV in schools from a human rights perspective. For this study 19 educators and a GBV expert were interviewed using in-depth interviews as well as focus group discussions held in two schools. The findings suggest that in order to prevent GBV it is necessary to improve the awareness and knowledge of GBV in schools, not only to ensure students’ safety in school and the surrounding environment but also to equip students with awareness of GBV by integrating it into the school curriculum. It is necessary to improve responses to GBV at the primary school level in terms of policy, activity programmes and curriculum, since schools can play an important role in cultivating a culture of human rights and awareness to prevent GBV which could gradually become embedded in the community and society.
- Publicationความสัมพันธ์ระหว่างการเมืองเรื่องศาสนา อำนาจทางการเมือง และโครงสร้างโอกาสทางการเมือง: กรณีศึกษาคณะปฏิสังขรณ์การพระศาสนาในสมัยเปลี่ยนแปลงการปกครองของประเทศไทย(2560) วัลลภ กุมรา; มหาวิทยาลัยมหิดล. สถาบันสิทธิมนุษยชนและสันติศึกษาการเปลี่ยนแปลงการปกครองจากระบอบสมบูรณาญาสิทธิราชย์ เป็นระบอบประชาธิปไตยในฝ่ายอาณาจักร มีผลกระทบต่อโครงสร้างโอกาส ทางการเมืองในฝ่ายศาสนจักรในลักษณะที่เอื้อให้เกิดการเปลี่ยนแปลงขั้วอำนาจ ของพระสงฆ์ฝ่ายมหานิกายจากสถานภาพที่เคยเสียเปรียบต่อพระสงฆ์ฝ่าย ธรรมยุติกนิกายจากระบอบอำนาจเก่ามาโดยตลอดให้เปลี่ยนเป็นสถานภาพที่ ได้เปรียบ และส่งผลให้เกิดขบวนการเคลื่อนไหวของกลุ่มพระสงฆฝ่ายมหานิกาย ในนาม “คณะปฏิสังขรณ์การพระศาสนา” ที่สามารถเคลื่อนไหวท้าทายและ เรียกร้องให้เกิดการเปลี่ยนแปลงการปกครองในศาสนจักรได้สำเร็จอย่างที่ไม่เคย เกิดขึ้นมาก่อน จึงกล่าวได้ว่า โครงสร้างโอกาสทางการเมืองอันเนื่องมาจาก การเปลี่ยนแปลงการปกครองเป็นระบอบประชาธิปไตยเอื้อต่อการเคลื่อนไหว เรียกร้องของคณะปฏิสังขรณ์การพระศาสนาให้อยู่ในจังหวะเวลาที่เหมาะสมกับ สภาวการณ์ทางการเมืองให้ประสบผลสำเร็จได้ไม่ยาก
- PublicationA Model of Engaging Teachers with the Prevention of Trafficking of Migrant Children: Case Study of Samut Sakhon, Thailand(2017) Naparat Kranrattanasuit; Yanuar Sumarlan; Mahidol University. Institute of Human Rights and Peace StudiesChild labor exploitation in Samut Sakhon has been a perennial problem in Thailand. Migrant children’s public schools and learning centers have offered alternative educational thresholds to keep them in school longer to reduce child labor exploitation. However, these children tend to drop out of school early to become full-time laborers because of their families’ financial needs. This research presents a school-based anti-trafficking prevention program created through participatory action research in which elementary school teachers teach migrant students about the potential of migrant child exploitation. Through producing an Anti-Human Trafficking Handbook, this research raises awareness and knowledge to prevent the untoward exploitation. Previously, no other context-specific anti-human trafficking handbook co-produced by teachers and researchers exists. This research emphasizes a model that enhances serious collaboration of the teachers, students, and the research team to create an Anti-Child Trafficking Handbook with lessons and activities suited for their specific needs. The main contribution of this article to educational knowledge is the revelation of challenges that such prevention programs applicable to foreigners’ children might face from the state (policy), university (educational programs), or even among the educators themselves, both Thai or non-Thai.
- PublicationImplementing Free, Compulsory Primary Education (FCPE) in an Urban Setting in Myanmar: A Perspective on Challenges for and Strategies of State and Non-State Actors in Three Townships of Yangon Aye Mar Win(2021) Aye Mar Win; Suphatmet Yunyasit; Mahidol University. Institute of Human Rights and Peace StudiesFree, Compulsory Primary Education (FCPE) is a basic human right and if implemented properly, can enhance a country’s socio-economic development and stability. This study mainly focuses on the perspective of state and non-state actors on the implementation of FCPE in Myanmar, in three townships of Yangon. It also pays particular attention to the roles of a group of stakeholders, namely education officers at central, district and township levels, parents, parent-teacher associations, and the schools, seeking to know how they participate in fulfilment of this policy. Challenges for FCPE as perceived by these stakeholders are presented in the study. The research employs a qualitative research approach, targeting three schools in different townships in Yangon and selecting 17 state and non-state actors as interview subjects. The study finds that in the three townships the implementation of FCPE seems to run rather smoothly with effective collaboration between state and non-state actors. Schools, in particular, attempt to make sure access to primary education is possible for all children in the area. They cooperate with ward administrations for necessary documentation for children to be able to register at schools and with Parent-Teacher Associations (PTA) in creating a friendly atmosphere for students, including providing them with nutritious food. Teachers at schools are also asked to monitor and assist children from poor family backgrounds. Schools also seek to assist children that could not attend school during regular hours by arranging non-formal primary education (NFPE) for them.
- PublicationMarginalised Groups and Access to Education: A Case Study of Street Children in Mandalay, Myanmar(2021) Dawt Nei Iang; Suphatmet Yunyasit; Bencharat Sae Chua; Mahidol University. Institute of Human Rights and Peace StudiesStreet children in Myanmar have been a long-term concern and a complicated issue, especially in cities like Yangon and Mandalay. Some street children, who live on their own, survive on the streets without adequate shelter, supportive guardians or parental figures. Others work to support their family. They do not have access to health care, food, education or adequate assistance. Trafficking, exploitation and drug addiction are some of the serious risks street children face. Most street children are out not in school and some have never been to school. This article builds on a case study of street children in Mandalay, including interviews with children, parents, social workers, teachers and government officials. The article examines the difficulties faced by street children to access education and analyses the main issues at stake in relation to the international and domestic human rights framework on right to education and the specific situation of street children. Based on this combination of legal sources, literature, observations and interviews, the article makes several recommendations to ensure the protection of the right to education of street children in Myanmar. They all point in the direction of securing funds to support a flexible and multi-partnered approach to ensure street children’s right to access school and their right to education.
- Publicationผู้หญิงกับสันติภาพ(2562) ฆอซาลี อาแว; Ghazalee Awae; มหาวิทยาลัยมหิดล. สถาบันสิทธิมนุษยชนและสันติศึกษา
- PublicationTeaching Human Rights in Myanmar: Challenges faced by Primary School Teachers(2021) Nan Kham Mai; Duanghathai Buranajaroenkij; Mahidol University. Institute of Human Rights and Peace StudiesMyanmar is a country trying to build a democratic and peaceful society. In this regard, education is important to ensure that citizens understand human rights values and abide by law. In primary education, the initiative to compulsorily integrate Human Rights Education (HRE) is reflected in the National Education Policy, where the National Education Law (2014) and Basic Education Law (2019) are endorsed respectively. The purpose of this study is to explore the challenges of primary school teachers who are teaching a new curriculum which integrates HRE lessons into the existing school curricula in Myanmar. The study used qualitative research methods including reviewing textbooks, laws, international instruments and academic literature. In order to gain insights into the implementation of HRE in schools, semi-structured interviews were conducted with officers of the Myanmar National Human Rights Commission (MNHRC), primary school teachers and headmasters from Mandalay Region and Shan State. The findings reveal the challenges teachers face in teaching HRE lessons in their classes. Myanmar’s traditional social norms, which somewhat contradict to the universal values of human rights, have a significant influence on how teachers interpret the curriculum. Teachers’ limited knowledge of human rights concepts, together with inadequate teaching resources and language barriers, contribute to ineffective teaching of HRE in primary schools.