213,166 research outputs found
Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia
No full textThis edited collection explores the possibilities, perils, and politics of constructing a regional identity. The Association of Southeast Asian Nations (ASEAN), a multinational institution comprised of 10 member states, is dedicated to building a Southeast Asian regional identity that includes countries along Southeast Asia’s Mekong River delta: Cambodia, Thailand, Vietnam, Laos, and Myanmar.
After successfully establishing an economic community in 2015, where capital and people can freely move across national borders, ASEAN and its partners now aim to develop a sociocultural community that is fully functional in a wide range of sectors by 2025. As part of this vision, ASEAN wishes to construct a regional identity by uniting over 600 million people, which will be achieved partly through national school systems that teach shared histories. In this text, the contributors critically examine the many questions that arise in the face of this significant change: What does an ASEAN identity look like? Is it even possible or desirable to create a common identity across the diverse peoples of Southeast Asia? Given the divergent memories of history, how would a regional identity exist alongside national identity? Memory in the Mekong grapples with these questions by exploring issues of shared history, national identity, and schooling in a region that is frequently underexamined and underrepresented in Western scholarship
Regional Memory in Contemporary Cambodia: “Cautious Resistance and Calculated Conformity”
No full textThis chapter explores the construction of official memory in Cambodia during an era of regionalization as outlined in Chapter 1. Official memory is the sanctioned version of a nation’s history—the so-called “present assertions of past facts” deemed appropriate by the State.1 It can—and usually does—differ from family and religious memory.2 Official memory is propagandist, for it represents the interests of elites in power.3 In Cambodia, elite interests have, at least since the ousting from power of the genocidal Khmer Rouge regime in 1979, coalesced around the ruling party, today called the Cambodian People’s Party (CPP), and its long-serving prime minister, Hun Sen.4 In the post-1979 version of official memory, Hun Sen is a national hero for ousting the Khmer Rouge and saving the Khmer nation
Oral History Interview, Mary Ann Brehm (2294)
No full textIn her 2022 interview with Emily Layman, Mary Ann Brehm shares her experiences and memories of professors and classes as a student in the University of Wisconsin-Madison’s Physical Education and Dance Department. To learn more about this oral history, download & review the index first (or transcript if available). It will help determine which audio file(s) to download & listen to.In her 2022 interview with Emily Layman, Mary Ann Brehm shares her experiences and memories of professors and classes as a student in the University of Wisconsin-Madison’s Physical Education and Dance Department. Brehm discusses the progressiveness of the faculty, the addition of the dance program, and other details of the department. The interview was conducted for the inclusion into the Women in PE part of the Women@UW Oral History Project for the UW-Madison Archives & Records Management oral history collection
Introduction:Exploring Power Dynamics in Education across Southeast Asia
No full textThe Introduction describes the aim of this volume, which is to illustrate the relationship between education and power in contemporary Southeast Asia. The themes of this volume, by which the chapters are organized, are centralization and decentralization; privatization and marketization; and equity and justice. Finally, the Introduction introduces four questions that tie together the volume's chapters: (1) What educational practices have resulted from the domestic and regional competition among the many actors (both domestically and regionally) and histories (from religious and colonial to independence and contemporary) in the region? (2) How has educational governance been altered because of these actors and histories? (3) In what ways are changes in educational systems reflective of the larger political economy and power relations of the region or globe? and (4) What educational outcomes result from such configurations of these dynamics
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