Our Publications

This book draws critical connections between teacher education or preparation and the field of comparative and international education (CIE) showing ways in which the two fields can inform and advance one another. The chapters consider how teacher education shapes and is shaped by CIE, particularly in an era of socio-cultural upheavals, politico-economic transformations and climate or health crises affecting the human and natural world. The question at the core of the book is: in what ways can comparative and international education support a rethinking of teacher education in the wake of the social movements for equity, justice and civil liberties with ramifications for educators around the world? It includes contributions from leading academics based in Argentina, Canada, China, Columbia, Finland, Grenada, Hong Kong, Myanmar, Spain, South Africa, Turkey and the USA. The chapters cover topics ranging from equity, social justice, and the sustainable development goals to country case-studies including teacher education in Myanmar and a comparative study of teacher preparation in South Korea and the USA.

Recommended Citation

Tyrosvoutis, G. & Rinehart, G. (2023). Shaping Comparative Education Inquiry amidst Myanmar's Protracted Emergency: Learning from Teacher Education Designed for Disruption. In Salajan, Florin D., Tavis D. Jules, and Charl Wolhuter, eds. Teacher Education Intersecting Comparative and International Education: Revisiting Research, Policy and Practice in Twin Scholarship Fields. Bloomsbury Publishing.

Teacher education in Myanmar and its borderlands, influenced by long-term conflict and disruptions, functions within both official and alternative systems. The COVID-19 pandemic heavily disrupted Myanmar's central government's approach to teacher education, but parallel systems demonstrated adaptability through decentralized and flexible strategies. These systems might provide valuable insights for teacher education in other crisis scenarios. Many researchers have emphasized the need for a deeper understanding of teacher roles and the functionality of education systems during emergencies. In light of the rising global conflict and displacement, a better comprehension of teacher education in crises becomes crucial. The COVID-19 situation has underscored the importance of learning from emergency settings, and the Myanmar context, with its history of persistent disruptions, offers invaluable lessons. This article delves into the practices of parallel teacher education providers in Myanmar, exploring their resilience during the pandemic and situating it within a broader context of ongoing conflict and challenges in the region.

Recommended Citation

Rinehart, G. and Tyrosvoutis, G. (2023). Designed for disruption: Lessons learned from teacher education in Myanmar and its borderlands. Education and Conflict Review. 4(1), 19-28

This NORRAG Policy Insights publication on refugee teachers is born from a realisation that, while education has received increased attention in global refugee policy and programming, refugee teachers and teachers of refugees have often been overlooked. Additionally, although nationally registered teachers’ work, well-being, and professional development received overdue attention at the 2022 United Nations Transforming Education Summit and with the establishment of a High-level Panel on the Teaching Profession in 2023, the unique realities and needs of refugee teachers remain under researched, under addressed, and under funded.

On the occasion of the second Global Refugee Forum in 2023, NORRAG brought together 48 experts from its network of researchers, policymakers, and practitioners to critically reflect on the challenges facing refugee teachers to promote evidence-informed policies to help ensure that teachers are recognised for the role they play at the heart of the global refugee response. 

Representing more than 15 contexts, the 28 contributions in this publication showcase current evidence and propose policy priorities across three themes: including refugee teacher voices in policy making and practice, addressing the challenges of teachers’ work and wellbeing, and improving refugee teacher professional development. Through these themes, it is NORRAG’s vision that these compelling contributions inform debate and inspire researchers, policymakers, and practitioners to engage with and learn from refugee teachers as teachers and as transformative agents of change. 

Recommended Citation 

Tyrosvoutis, G., Rinehart, G., Ku Paw, C., Nay Yu Paw, N., Sam San, S. (2023). Refugee teacher isolation: Over three decades of confined teacher management on the Thai-Myanmar border. In: Henderson, C. J. Refugee teachers: The heart of the global refugee response. Policy Insights #02. NORRAG.

Globally, more than 2.3 billion people, representing over 30% of the population, lack access to education in their native language. This significant number stems from governmental emphasis on establishing a 'national identity' and the value placed on a unified Language of Instruction (LoI). Analyzing a nation's LoI policy offers insights into its support for cultural pluralism, decentralization, and the promotion of indigenous culture. Furthermore, with 79.5 million individuals forcibly displaced and 258 million international migrants seeking employment opportunities elsewhere, there's an undeniable impact on educational provisions, especially in light of the diverse 7,097 documented languages spoken today.

The challenge of multilingual education is paramount in achieving the Sustainable Development Goal (SDG4) of inclusive and equitable quality education. Susan Malone, in her 2016 keynote address, highlighted the crucial components of effective Mother Tongue-based Multilingual Education (MTBMLE) programs, emphasizing the importance of being multilingual, multiliterate, and culturally aware. However, the true effectiveness of these programs is often overshadowed by a narrow focus on students' proficiency in national languages or English. Research underscores that transitioning from a mother-tongue to a national language could take minority learners between five and seven years, underscoring the intricacies and nuances of multilingual education.

Recommended Citation

Tyrosvoutis, G.,  Saw Shar Nay Thaw, Naw Mee Lay, Naw Paw Su Klay, Saw Nay Ta Mu, Naw Paw Htoe Ki Wah, Nan Eh Sar Klain, Th’Blay Moo, Naw Nay Yu Paw. (2021). A measuring stick, not the measuring Stick for MLE: A tool, a Karen case study, and discourse in support of MLE best practices. British Council Academic Papers.

Myanmar, with a population of 53 million, has 117 recognized languages. Over 23 million people speak one of the seven primary indigenous languages: Shan, Mon, Rakhine (Rohingya), Chin, Kachin, Karenni (Kayah), and Karen (Kayin). From January 2011 to January 2021, under a democratically elected government, government schools exclusively used the national language for instruction. This language is often unfamiliar to many ethnolinguistic minorities until they attend school. A study evaluated the proficiency of 16 teachers in multilingual education (MLE) in southeastern Myanmar and a temporary shelter on the Thai-Myanmar border. Remarkably, 94% of these ethnic and refugee teachers met the MLE competency standards, facilitating students' transition from their mother tongue to Burmese or English. This study was a collaborative effort with organizations including KECD, KNGY, KTWG, MNEC, RISE, KRC–EE, and World Education Thailand and Myanmar.

Recommended Citation

Tyrosvoutis, G., Chan, L., Win, N., Htoo, S. E. K., Oo, K. J. B. W. L., Htun, N. N. T., ... & Mon, N. R. O. (2022). Assessing multilingual teacher competencies: A case study of indigenous teachers on the Thai–Myanmar border. Journal of Multilingual Theories and Practices, 3(2), 274-297.