Description
This study explores how schoolbook narratives shape minor nationalism within Wa State, an autonomous region in the China-Myanmar borderlands governed by the United Wa State Army. Though officially part of Myanmar, Wa State operates largely outside Myanmar’s central control, managing its own governance and military structure—a sovereignty-like status rooted in historical resistance to state integration, as described in James Scott’s concept of “Zomia.”
Wa State’s dual-language education system, using Burmese and Chinese, is central in shaping its unique identity. These schoolbooks present history and values reflecting Wa State’s ‘in-between’ status, balancing influences from Myanmar and China. This research examines how Wa State selectively adopts elements from the political narratives of each country across different historical periods, aligning with Myanmar’s discourse during the British colonial era and shifting closer to China’s influence during and after the Cold War.
By analysing these educational narratives, this study provides a micro-level perspective on minor nationalism. It illustrates how regions with complex political affiliations use education to navigate their ‘in-between’ status, forging an adaptable identity within a contested borderland.
