Snapshot
In 2014, hundreds of students embarked on a 580 kilometre-long march across Myanmar to protest the military-controlled Parliament’s attempt to outlaw student unions.
In 2011, over 50 years of military rule in Myanmar (also known as Burma) formally ended and, under a new quasi-civilian government, the country opened up to the world. However, significant challenges remain. One of these challenges emerged in 2014 when the military-backed government introduced the National Education Law. Disguised as a so-called “reform” process, the law’s true intent was to institute a new, oppressive education system. Under the law, existing student unions would be outlawed and replaced with state-sponsored (and controlled) student and teacher associations.
Student unions called for amendments to the draft law, but were ignored. Although small in number, the unions chose to stand up and fight back. The military-backed government was particularly anxious about student union protests, as students have a strong legacy of playing leading roles in major democracy movements in the past, ranging from the struggle for independence from colonial powers to the various movements against oppressive military regimes, including the 8888 uprising and the 2007 Saffron Revolution.
Students have been at the centre of democracy movements throughout Myanmar’s history.
The students’ strategy was to recruit supporters, counter the proposed reforms, and push for better funding for education, all at the same time. Two months after the law was approved, students launched a four-day protest in Yangon and called on the parliament and government to open dialogue with them within 60 days to discuss amendments to the law.
As their calls for dialogue were ignored, students decided to launch a protest march from Mandalay to Yangon in January 2015 — a 580-kilometer march from central to lower Myanmar. The long march was a very strategic move for the students. It gave voice to the widespread discontent with the problematic law and its creation of state-sponsored student and teacher associations. Students held public rallies in dozens of major cities in the country, both separately and as part of the long march.
When the brave young students took to the street, public and civil society extended their support as they became much more aware of the undemocratic law, which had been approved without scrutiny. The long march allowed the public and media to take the time to understand flaws in the law as well as flaws in the education reform plan as a whole. The campaign gained momentum and occupied front pages of newspapers for months. Monks, youth, civil society, celebrities, and the general public were all supportive of the student protesters. As public support grew, it undermined any legitimacy the unpopular, newly formed, state-sponsored student association might have had. The public realized they were nothing more than an attempt to undermine the independent student unions.
Originally published in Beautiful Rising.
Key theory
When the new law outlawed existing student unions, students could have simply accepted the government’s new rules. Instead, they took matters into their own hands. Not only did the unions refuse to comply with the law, they recruited more members and went on the offensive, strengthening their legitimacy by winning the sympathy and support of the people.
Key tactic
The tactical choice of a long march, or trek, was a smart one for several reasons. It was a bold and dramatic way to bring the students’ cause to the people. By marching through many towns and villages, students engaged people across the country, not just in the largest city, Yangon. It also created a long campaign narrative, allowing the students to slowly build support and attention, as well as pressure on the government. Finally, in a sense, it also gave the government enough time to give in to the students’ core demand.
Key principles
Students have been at the centre of democracy movements throughout Myanmar’s history. To maintain that legacy and hold the high moral ground, as well as ensure the campaign received traditional support from the public, it was vital for the students on the long march to remain nonviolent.
Because of the heroic role Burmese students have historically played in their country’s struggle for democracy, the Burmese people were already predisposed to see the students on the long march in a sympathetic light. So, once they witnessed the bravery of those who marched, and the violent response of the government, the public quickly got behind the students, and many high-profile supporters began speaking out for education reform.