This article examines the development of education policy in Myanmar/Burma at a period of “critical juncture.” There are two major strands to this article, regarding policy process and stakeholder voices that we bring together. We argue that powerful actors such as the government and international agencies frame policy in ways that often exclude the concerns and aspirations of education users and that there are often significant gaps between their positions and the realities of “ordinary” citizens. Such issues are of particular concern, given the importance of education and language as key elements of ethnic stakeholders’ identities and interests, in relation to the ongoing and still deeply contested peace process. As a result, opportunities opened by the critical juncture in the reform process are being missed. The article is based on data collected in interviews and focus groups with over 500 respondents between 2011 and 2016 in Myanmar.

中文翻译：

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缅甸有争议的转型中语言和教育政策的权力动态

本文考察了处于“关键时刻”的缅甸/缅甸教育政策的发展。本文有两个主要方面，即我们汇集的政策流程和利益相关者的声音。我们认为，政府和国际机构等强大的行为者制定政策的方式往往会排除教育用户的担忧和愿望，而且他们的立场与“普通”公民的现实之间往往存在重大差距。考虑到教育和语言作为族裔利益相关者身份和利益的关键要素的重要性，这些问题与正在进行且仍然充满争议的和平进程有关，因此尤其令人担忧。结果，正在错失改革进程的关键时刻所带来的机遇。