"Since the opening up of the country in 2011, young people in Myanmar have enjoyed the benefits of improved access to education and technology. They have what previous generations lacked: the opportunity to participate in transforming the political landscape of their country after decades of military rule. The reality is, however, that youth are growing up in Myanmar that is extremely diverse and vulnerable to the fragilities borne out of pre-transition era regimes. This is the root of an “us and them” narrative that has been simmering and trickling down from generation to generation. Until this changes, the process of building sustainable peace in Myanmar will be far from complete. This narrative, which highlights a predisposition to conflict and ethnic/religious divides, is also reflected in classrooms around the country. Classrooms are microcosms of societies/communities where an “us” and “them” mentality can be experienced through the curriculum and the delivery of the curriculum. As a result of the narratives channelled via their classrooms or their social communities, young people are struggling to understand the tensions, contradictions, fears, doubts, and consequently, their own unfulfilled dreams. The goal of sustainable peace is grounded in a shared sense of unity/goals. In the case of Myanmar, ‘peace’ is highly intertwined with differing narratives for what ‘unity’ means because of how entrenched conflict and ethnicity are. Our research study sheds light on classroom microcosms where there is a shared sense of unity, regardless of the diversity in trainer and trainee socio-economic backgrounds. These are classrooms where young people are provided civic-oriented education so that they will be able to evaluate the predefined “us and them” scenarios, and develop ways they can transform this into nationwide unity. Our research also explores who the educators using these methods in each microcosm are in Myanmar, and to what degree they employ the approach of developing civic skills, such as active listening, problem-solving and reflecting, in order to facilitate conflict transformation. What has been revealed in this study is a pedagogy that ‘advances dignity, rights, and well-being for all at local, national and global levels’ (Thabyay Education Foundation, 2017) in the non-state classroom. In turn, this revelation sheds light on the opportunities that exist for the state school classroom in the midst of education reform..."