NEW ISSUES IN REFUGEE RESEARCH Research Paper No. 139 Developing history curricula to support multi-ethnic civil society among Burmese refugees and migrants Rosalie Metro E-mail :
[email protected] December 2006 Policy Development and Evaluation Service Policy Development and Evaluation Service United Nations High Commissioner for Refugees P.O. Box 2500, 1211 Geneva 2 Switzerland E-mail:
[email protected] Web Site: www.unhcr.org These papers provide a means for UNHCR staff, consultants, interns and associates, as well as external researchers, to publish the preliminary results of their research on refugee-related issues. The papers do not represent the official views of UNHCR. They are also available online under ‘publications’ at <www.unhcr.org>. ISSN 1020-7473 Introduction What children learn about history is widely recognized to influence their perceptions and behavior, yet little attention has been given to how to design history curricula for young people in conflict or post-conflict situations. This paper discusses possibilities for development of history curricula that can support multi-ethnic civil society among Burmese refugees, exiles, migrants, and ethnic nationals.1 The paper is adapted from the Master’s thesis I completed in 2003. The research presented here was conducted in February and March of 2003 in Chiang Mai, Mae Sot, Bangkok, and Mae Hong Son, Thailand. Using an action research methodology and an interview guide approach, I investigated history curricula currently in use in refugee camps along the Thai-Burma border, in Burmese-run schools in Thailand, and areas controlled by ethnic nationality groups inside Burma, including ceasefire areas. I then evaluated strategies for redesigning these curricula.