Self-identity and ethnic background in peer-reviewed research

Cheesman (2002) conducted a study on Karen identity in the Union of Myanmar with regards to historical and social conditions. The study found that Karen identity is a relatively difficult identity because individuals from this ethnic background do not have a common language, material attributes, religion and culture. While most of the existing assessments of this ethnic identity have been carried out in Thailand, it is largely influenced by historical and social conditions in the Union of Myanmar. Based on a review of contemporary Myanmar, people of Karen identity are seemingly virtuous, illiterate (uneducated), and oppressed. Many aspects relating to this identity appear to emphasize inferiority and subordination mostly because of mythology and modifications by the elite. Similar to the Union of Myanmar, Karen identity was brought by political dynamics and created by elite groups in the society.

The information provided in the article is accurate with regards to the role historical and social conditions in the Union of Myanmar played in the creation of this ethnic identity. This article provides significant insights regarding Karen identity that can be utilized in social work practice. In social work practice, the information provided in the article helps in understanding the social conditions that influence how such individuals are treated. Moreover, it provides a basis for understanding the characteristics of an individual with this identity, which is a crucial aspect in social work practice. According to this study, identity is formed based on the social and historical forces surrounding a group of people. The social and historical forces lead to the creation of a culture, which in turn becomes a definitive feature of a group of people. I usually thought that my identity is formed by biological factors but this article has helped me understand the role social factors play in this process. As a Karen ethnic in the United States, this article helps me understand people's perceptions about me based on the conditions in Myanmar.

South (2007) conducted a research on the problem of diversity with regards to Karen nationalist communities. The study focused on evaluating how different people in and from Burma have marshaled political support towards the opposing ideas of Karen ethno-nationalism since the colonial period. One of the groups that have played a major role in this advocacy is Christian elites who have sought to establish the concept of a homogenous Karen identity in a society that continues to be characterized by increased diversity. Even though these efforts have been embraced and legitimized by outsiders, establishing Karen unity within this region has become divisive in practice and been the source of ethnic conflicts in Burma. Consequently, numerous civil society networks and organizations within and outside Karen ethnicity have emerged in recent years to promote unity in diversity.

The information provided in the article accurate as shown in recent ethnic conflicts in the Union of Myanmar relating to promotion national unity. Karens have experienced tremendous challenges for recognition in this region while attempts towards unity have been largely divisive. This information is important in social work practice with regards to understanding the challenges experienced by Karens with regards to having a sense of national belonging. When utilized in social work practice, information from this article is vital towards enhancing the self-esteem and self-determination of clients from this ethnic background. This study helps me to understand the ethnic conflicts that have characterized national unity attempts in Burma and Myanmar. This article has also highlighted the lack of specific characteristics that define Karen ethnic background as a single identity. While I am of Karen ethnic background, I do not understand the specific religion, cultural, and material characteristics that define my Karen identity. The lack of these specific attributes is partly to blame for the elusive quest for Karen unity despite the numerous attempts in the social and politically diverse society.

Tanaka (2013) carried out an evaluation of the psychosocial development of children in Karen refugee camps' nursery schools in Thailand. The article begins by identifying Karen as an ethnic minority group in Burma that has been forced to live in exile in refugee camps in neighboring Thailand due to the protracted ethnic conflicts in Burma/Myanmar. Nursery schools in these refugee camps were established to enhance the psychosocial development of young children. The schools seek to accomplish this through creating a child-centered, innovative, and learning-friendly environment (Tanaka, 2013). Following an assessment of the psychosocial development of these children using a psychosocial checklist, they development increased with age as many children demonstrated desired behaviors. However, there were some occasions of emotional outbursts and sadness as well as difficulties in separating from parents. This study showed that nursery schools are suitable environments for promoting healthy psychosocial development of children in prolonged refugee situations.

From a social work perspective, the article helps in identifying the role and impact ethnic background on the psychosocial environment of an individual. This implies that when dealing with clients, it's important to examine their ethnic background and identity in order to understand its influence on their psychosocial development. As shown in this article, social factors and conditions surrounding an individual have considerable impacts on the formation of identity. When there are ethnic conflicts and lack of a clear single identity, an individual's identity and development is affected. This essentially means that self-identity is not only a biological issue but a by-product of the social and cultural factors surrounding an individual. The behaviors of an individual towards others are significantly affected by his or her identity and ethnic background. Therefore, this article provides accurate information regarding factors that affect an individual's psychosocial development.

In 2014, Marie Lall and Ashley South conducted a research in which they compared different non-state ethnic education models i.e. the Mon and Karen national education regimes in Myanmar. The analysis was conducted on the basis that ethnic armed groups in the Union of Myanmar have created education models and systems based on the protracted armed conflicts. As Karen communities grapple with minimal resources to educate their children, the Karen National Union has created a Karen dialect curriculum that is utilized in approximately 1,000 schools (Lall & South, 2014). However, the curriculum and education systems of Karen are centered on promoting Karen national identity instead of promoting Myanmar citizenship; which implies that Karen educational model is implicitly based on a separatist agenda. On the contrary, Mon education system is based on promoting Myanmar citizenship by making it easy for graduates to seamlessly integrate into the nationwide tertiary education system.

The article promotes an understanding of the separatist ideals that have characterized the Karen identity and ethnic background based on its educational system. Attempts to promote national unity Myanmar, especially through integration of Karen, have been futile because of these separatist ideals and agenda inculcated among this ethnic group. It's beneficial in social work practice with regards to understanding the beliefs and values of an individual, which in turn shapes his/her development and behaviors. An understanding of beliefs and values such as the separatist agenda in Karen educational model helps in determining the complexities in an individual's identity and developing suitable social work strategies for helping a client. Additionally, promoting community development through social work practice requires an exploration and understanding of the underlying values among the various ethnic groups in the society. This is essentially because racial/ethnic identity development is influenced by social factors and conditions like education.

References

Cheesman, N. (2002, September). Seeing 'Karen' in the Union of Myanmar. Asian Ethnicity, 3(2), 199-220.

Lall, M. & South, A. (2014). Comparing Models of Non-state Ethnic Education in Myanmar: The Mon and Karen National Education Regimes. Journal of Contemporary Asia, 44(2), 298-321.

South, A. (2007). Karen Nationalist Communities: The "Problem" of Diversity. Contemporary Southeast Asia, 29(1), 55-76.

Tanaka, A. (2013, February 5). Assessment of the Psychosocial Development of Children Attending Nursery Schools in Karen Refugee Camps in Thailand. International Journal of Early Childhood, 45(3), 279-305.