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Reconsidering Inclusive Migrant Education: The Case of Burmese Migrant Youth in Thailand

In: Education and Migration in an Asian Context

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  • On Ni Chan

    (Nagoya University)

Abstract

This chapter questions the default policy agenda that views host countries’ regular school systems as exclusive venues to achieve inclusive education for migrants. Under the goal of Education for All promoted by UN agencies since the 1990s, receiving countries are expected to play a more significant role in providing equitable education to migrant students. In Thailand, while the Thai government has demonstrated its commitment to promote inclusive education, formal education offered in public schools is not always ideal for all migrants. Based on a case study conducted with Burmese migrant youth in Mae Sot, a border town in Thailand, the students interviewed identified reasons they were enrolled in community learning centers instead of Thai public schools. Rather than learning in a standard classroom setting of the host country, some Burmese migrant students have other schooling preferences. With their liminal status and limited Thai language proficiency, migrant students desire the type of education that can bring them more job opportunities and allow them to have more freedom of movement. Thus, by presenting the diverse needs of migrant adolescents, this study proposes that community learning centers’ alternative education is also a vital means for achieving inclusive migrant education.

Suggested Citation

  • On Ni Chan, 2021. "Reconsidering Inclusive Migrant Education: The Case of Burmese Migrant Youth in Thailand," Economics, Law, and Institutions in Asia Pacific, in: Francis Peddie & Jing Liu (ed.), Education and Migration in an Asian Context, chapter 0, pages 137-152, Springer.
    • Handle: RePEc:spr:eclchp:978-981-33-6288-8_7
    DOI: 10.1007/978-981-33-6288-8_7
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