In the edited volume Teaching for Peace and Social Justice in Myanmar: Identity, Agency, and Critical Pedagogy, an ensemble of scholars and activists present a collection of studies into efforts to promote peace education and human rights education in Myanmar. Edited by Mary Shepard Wong, the nine chapters draw upon the experiences of their respective authors in supporting  education  in  Myanmar.  These  experiences  are  varied,  with  the  scope  of  the chapters reflecting the diversity of the authors in terms of geographic location, ethnic identity, professional affiliation, and academic background. Such a scope is appropriate for the nature of  the book’s  subject matter,  with  the  chapters  revealing  the complexities  in Myanmar’s identity politics and their persistence in Myanmar’s ongoing conflicts. The book’s contents are organised in three sections: the first looks at the agency of educators in applying a pedagogy that encourages social change, the second considers work to alter identity discourses towards greater peace and human rights, and the third  engages in critical reflection  on pedagogies appropriate for peace and human rights in the context of Myanmar.