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After meeting the elders of the community at the village administrator's office, I and my students started looking at ways in which we could reach out to the children of the village.

In the class, I discussed the concept of urban life with my students and then I asked them about how they would like to engage with the children of Taungthaman to explore the concept of urban. The following week, I and my students went to Taunghtaman Village to interact with the school children. Before my students went to field site, they discussed the different ideas on how they would like to find out about the children's knowledge of Taungthaman; and prepared lesson plan for the sessions.

As soon as my students arrived in the village, they found that the school children had got together in the religious hall for these sessions; and this gave us a space where we could interact with the children. My students asked the children to identify the most beautiful place in Taungthaman. The children were asked to show this either through pictures or words. Many school children drew from their imagination. In our session, we also served the village’s traditional snacks like rice mixed with milk/ Noe-hta-min which is also a kind of cultural identity of Taungthaman village. My students for the first time could connect what they learn in the classroom with the real world; and in the process they also learnt how to design pedagogical practices. 





2019 March 03

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University of Mandalay


Connecting the Curriculum with the Community


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Linguistic translation

Noe-hta-min: local snack of rice mixed with milk

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