The Classroom Is Where Arakan’s Future Begins

By Warazein, GAN

Shortread: Opinions                                                                                                   April 5, 2025

Arakha National Education Department and Its Billboard (photocrd)

As you may be aware, our organization, the United League of Arakan (ULA)/Arakan Army (AA), has long been striving for full autonomy and self-determination for Arakan. At the heart of our vision is the aspiration to build a new, inclusive, pluralistic society—guided by the principles of the Way of Rakhita as we call it.

This Rakhita Way—what we also call the “Arakan Dream”—inspires us to envision a future where the true history of Arakan, the national and cultural heritage, and the distinct identities of each ethnic group are preserved. At the same time, it upholds the Arakanese national spirit, which calls on us to safeguard our shared values, moral compass, and collective identity.

As Arakan moves toward greater self-determination, we must ask ourselves: What kind of society are we trying to build? One that replicates the injustices of the past—or one that rises above them?

For too long, ethnic and religious divisions have defined our region. But it doesn't have to be that way. If we truly want a peaceful and inclusive Arakan, then the most important battleground isn’t in the hills—it’s in the classroom.

Singapore offers a compelling example. At independence, it faced deep internal divisions. But it made education the foundation of national unity. Its curriculum emphasizes bilingualism, with English as the common working language and each community preserving its own mother tongue. More importantly, it instills civic responsibility, meritocracy, and loyalty—not to a faction, sect, or tribe, but to the nation as a whole.

A Classroom in Rakhine after the Mocha Cyclone Strike in mid-2023 (photocrd)

Arakan needs a curriculum rooted in similar values, adapted to our unique realities. All communities—including the Muslim population—must be part of a shared civic education. One that teaches critical thinking, national identity, and the principles of peaceful coexistence.

And let us not shy away from one difficult truth: in some Muslim communities, girls are still denied their right to education. Many are married off during adolescence and taught that their sole role is obedience to their husbands. Let us be clear—this is not culture; it is control. And it has no place in the Arakan we hope to build.

A modern society cannot rely on religious education alone. We need schools that prepare every child—boy or girl—for the demands of the 21st century. Teaching only how to recite prayers does not prepare anyone to contribute to a modern economy. Every child deserves access to science, literature, technology, and mathematics—alongside moral values grounded in mutual respect and civic duty.

We must also confront the spread of false histories and divisive ideologies. Some so-called leaders—whether clerics or political agitators—are indoctrinating youth with a distorted narrative of Arakan’s past to justify future domination. This not only poisons inter-communal relations—it undermines the very possibility of a united future.

An Informal Classroom for Displaced Students in Arakan (photocrd)

Education is how we break this cycle. It must teach our children how to think, not merely what to think. It must cultivate loyal citizens, not isolated communities. And it must promote truth, critical thought, and responsibility—not blind obedience to fear or falsehood.

If we are serious about building a new Arakan, then we must build schools before anything else. Because that is where tomorrow’s peace, prosperity, and unity truly begin.