緬甸語言教育政策的「內部殖民」現象

The Phenomenon of "Internal Colonialism" in Myanmar's Language Education Policy

林大鈞(Ta-Chun Lin)

緬甸 ； 語言教育 ； 內部殖民主義 ； 多元文化主義 ； 文化霸權 ； Myanmar ； language education ； internal colonialism ； multiculturalism ； cultural hegemony

台灣國際研究季刊

18卷4期（2022 / 12 / 01）

121 - 137

繁體中文;英文

近代緬甸語言教育政策的發展，與獨立後緬甸政府推行「緬族化運動」的「國族建構」過程具有高度關聯；而緬甸之所以會走在國族建構的道路，又可以追溯到十九世紀末英國殖民統治的影響。本文根據近代緬甸政治史的角度作爲論述軸線，分析英國殖民時期所種下的民族主義遠因，以及獨立後受該意識形態影響的吳努政府時期、軍政府時期與民主化時期，緬甸政府在語言教育政策上的「獨尊緬語」方針，對於境內少數民族造成的「內部殖民」壓迫現象。緬族政府試圖以緬語作爲霸權主體，壓迫作爲「他者」的少數民族，希望藉此達到「我們」的民族建構目標，以穩定國家的局勢與聯邦的統一。然而，本研究認爲，從施政的過程與結果來看，抑制多元文化的共存共榮，反而會製造更多衝突，陷入惡性循環。

The development of modern Burmese language education policy is highly relevant to the post-independence Burmese government's "Nation-building" process of the "Burmese nationalization movement," which in turn can be traced to the influence of British colonial rule in the late 19^(th) century. This article uses the perspective of modern Burmese political history as an axis of discussion to analyze the Nationalist causes planted during the British colonial period, and the "Internal colonial" oppression to the minorities during the post-independence period of the U Nu government, the military government, and the democratization period, when the Burmese government's "exclusive Burmese language" approach to language education policy was influenced by this ideology. The Burmese government attempted to use the Burmese language as a hegemonic subject to oppress the minorities as the "other" in the hope of achieving the "us" goal of nation-building, in order to stabilize the nation situation and federal unity. However, this study argues that the process and results of the administration suggest that inhibiting multicultural coexistence and co-prosperity will create more conflicts and a vicious cycle.

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