This paper examines social justice in relation to the Myanmar education system, from the perspective of participation in decision-making; the social background of students; culture; language and local knowledge. It highlights the current state of education in Myanmar, including the national education law, the national education strategic plan and educational practice in different types of school systems. I argue that the education system in Myanmar is centralized and there is little space for stakeholders’ participation in decision-making. Furthermore, the government is now promoting privatization in education, which increases inequality among social classes. Since the language and culture of the ruling majority Bamar (Myanmar) dominate the school curriculum, indigenous rights to education are neglected. Excluding local wisdom and indigenous knowledge can be considered as part of the colonization of knowledge, through the government education system. In conclusion, the paper suggests key changes that are needed to support a socially just and humanistic approach to education

中文翻译：

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缅甸的全球正义，国民教育和地方现实：民间社会的观点

本文从参与决策的角度研究了与缅甸教育系统有关的社会正义；学生的社会背景；文化; 语言和当地知识。它强调了缅甸目前的教育状况，包括国家教育法，国家教育战略计划和不同类型学校系统中的教育实践。我认为缅甸的教育系统是集中的，利益相关者参与决策的空间很小。此外，政府现在正在促进教育私有化，这加剧了社会阶层之间的不平等。由于统治多数的Bamar（缅甸）的语言和文化主导着学校课程，因此土著人的受教育权被忽略了。通过政府教育系统，可以将排除本地智慧和本地知识视为知识殖民的一部分。总之，本文提出了支持社会公正和人文主义的教育方法所需的关键变革