This article aims to contribute to contemporary understanding of student activism dynamics by using insights from prefiguration literature. We use practical prefiguration and conceptual prefiguration to analyse student protests against education reform in Myanmar in 2014–2015. Using in-depth interviews with student activists, their list of educational demands, and secondary sources regarding educational legislation, we unpack the complex relationship between educational claims and national politics that characterised the students’ struggle. We show how the students reimagined a new and better version of the Myanmar state by using both educational practice and theory to fuse the future with the present, the desired with the possible.
Groves, Tamar & Trude Stapnes (2023) Prefiguring a democratic state: student activism and the National Education Law in Myanmar, Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2023.2195047.