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For those who teach in classrooms facing emergencies, the question remains how to make an engaging, responsive space in the midst of such challenges. But student participation and engagement extend far beyond education in emergencies, embracing students facing risk and stress in everyday life. Within the classroom, participation is often seen as a marker of student learning. However, the student context must be taken into account when it comes to participation, especially for education in emergencies. This article focuses on the context of higher education composition courses in Myanmar post the 2021 military coup. Through reflective writing and discourse, it examines what participation looks like in a political context where free speech carries security concerns. It also discusses the need for choice within engagement, allowing students to participate as they deem secure.
Sasaki et al. (Fri,) studied this question.