Ultranationalism or မ်က္ကန္းမ်ဳိးခ်စ္

SOURCE: WIKIPEDIA

Ultranationalism is a zealous nationalism that expresses extremist support for one’s nationalist ideals.

It is often characterized by:

1. authoritarianism,
2. efforts toward reduction or stoppage of immigration,
3. expulsion and or oppression of non-native populations within the nation or its territories,
4. demagoguery of leadership,
5. emotionalism,
6. fomenting talk of presumed, real, or imagined enemies,
7. predicating the existence of threats to the survival of the native, dominant or otherwise idealized national ethnicity or population group,
8. In its extremist forms ultranationalism is characterized as a call to war against enemies of the nation/state, secession or, in the case of ethnocentrist ultranationalism, genocide.

instigation or extremist reaction to crack-down policies in law enforcement, efforts to limit international trade through tariffs, tight control over businesses and production, militarism, populism and propaganda.

Prevalent ultranationalism typically leads to or is the result of conflict within a state, and or between states, and is identified as a condition of pre-war in national politics.
Fascism is a form of palingenetic ultranationalism that promotes “class collaboration” (as opposed to class struggle), a totalitarian state, and irredentism or expansionism to unify and allow the growth of a nation. Fascists sometimes promote ethnic or cultural nationalism. Fascism stresses the subservience of the individual to the state, and the need to absolute and unquestioned loyalty to a strong ruler

SOURCE FB of : မင္းမင္း လတ္

လူမ်ဳိးတစ္မ်ဳိးကို အပုတ္ခ်ေျပာဆိုေနမည့္အစား ထိုလူမ်ဳိးအေၾကာင္း ထဲထဲ၀င္၀င္ ေလ့လာၾကည္ေစလိုသည္။

ေသျခာတာက Facebook ေပၚတြင္ သူမ်ားေအာ္လို႔သာ လိုက္ေအာ္ေနသူမ်ားၿပီး အေမာင္ ေတာင္မွန္း ေျမာက္မွန္း မသိသူေတြျဖစ္သည္။

ကိုယ့္အမ်ဳိးကို အထင္ႀကီးသူ အျခားလူမ်ဳိးမ်ားကိုႏွိမ့္ခ်ဆက္ဆံလိုစိတ္ရွိသူ မ်ားအတြက္ ဒီမိုကေရစီသည္ မထိုက္တန္။
…
အမ်ဳိးသားေရးဦးစားေပးၿပီး ထိုစိတ္ဓါတ္ႀကီးထြားလာလွ်င္ ေသျခာသည္ကေတာ့ ဖက္ဆစ္စံနစ္ သာျဖစ္မည္။

ဟစ္တလာသည္ နာဇီအမ်ဳိးသားေရး၀ါဒကို က်င့္သုံးခဲ့သလို ဂ်ပန္သည္လည္း အမ်ဳိးသားေရး၀ါဒီကို က်င့္သုံးခဲ့ျပီး ကမၻာကို ႏွိပ္စက္ခဲ့သူမ်ားး ျဖစ္သည္။

SOURCE FB of : Zaw Min Tun

ခက္တယ္…
လူမ်ဳိး နဲ႔ ဘာသာတရား
ဘာသာတရား နဲ႔ ႏုိင္ငံသား
ႏုိင္ငံသား နဲ႔ လူမ်ဳိး
ဒီ သုံးမ်ဳိးကို မကြဲၿပားတဲ႔
… မ်က္ကန္းမ်ဳိးခ်စ္
မ်ဳိးမစစ္ေတြေၾကာင္႔
ေရွ႕မေရာက္ႏုိင္တာ
ခက္တယ္…

ဗမာစစ္ မစစ္
ရုိဟင္ဂ်ာစစ္ မစစ္
မ်ဳိးစစ္ မစစ္
DNA စစ္ႀကည္႔ႀကပါလားဗ်ာ

• Zaw Min      Tun

ေရႊအိုင္ဒီယာမ်ား

စာအုပ္ထဲက ယဥ္ေက်းမွႈေတြ ျပန္အိပ္မက္ဖုိ႔
ပန္းဦးဆက္ ဓေလ့ကို ေဖာ္ထုတ္မယ္။
ယဥ္ေက်းမွႈထိန္းသိမ္းေရး ဆရာမၾကီး တအုပ္
… ဘယ္သူေတြ သတို႔သမီး လုပ္မလဲ?

ျမစ္ဆံု… ရိုဟင္ဂ်ာနဲ႔ေရပုိင္နက္
ငါတုိ႔ သည္းေျခပ်က္ေနရေပါ့။
ဒါေၾကာင့္
တဝမ္းပူ၊ ဘကုန္း
အကၡရာ ၃၃ လံုးထဲမွာ အေသမုန္းတယ္။
လွ်ပ္စစ္စာမ်က္ႏွာေပၚမွာ ေတာက္တခ်က္ေခါက္
ဦးေႏွာက္ထဲမွာ အၾကံဥာဏ္ ဟုန္းဟုန္းေတာက္တယ္။
ကြန္ျဖဴးရွပ္ရဲ႕ အဆံုးအမတရားေတြရယ္
တဂိုးရဲ႕ ကဗ်ာစာအုပ္ေတြရယ္ကုိ
မီးရွိဳ႕ပစ္ရမယ္။
(ေကာင္းကင္ကုိ)

The Horrors of Ultranationalism 

1. To what extent are      ultranationalist actions and policies a root cause of genocide?
2. Create a visual      representation explaining the roots, effects and aftermath of an      ultranationalist event that resulted in genocide.

Suggested Activities Students explore to what extent ultranationalism   is a root cause of genocide and create a presentation to portray an   ultranationalist action that led to a catastrophic abuse of human rights. The selection of topics, identification of suitable reference material and   handling of discussions must be done with sensitivity as some students,   because of their backgrounds, may be upset by the issues raised. A. To what extent are ultranationalist actions and   policies a root cause of genocide? Explore the causes of catastrophic abuse Share with the class a newspaper article or show a video about a recent act   of catastrophic human rights abuse. After discussing the factors leading up   to the abuse, invite students to speculate on the reasons why events such as   these occur. Explore the extent to which ultranationalism is a root cause of   some or even many of these abuses. Preparation to research human rights abuses Organize students in groups and assign each group an incident of genocide,   such of those listed below: the        Holocaust the        1932–1933 famine in Ukraine Saddam        Hussein‘s attack on the Kurds the        Armenian genocide ethnic        cleansing in Bosnia the        massacre in Rwanda the        Rape of Nanking. Because of the disturbing nature of these events,   preselect the sites that students will use to gather information about their   assigned incidents. In addition, caution students about the need for   thoughtful and sensitive presentation and discussion of the details of these   events. Research acts of catastrophic human rights abuse Provide students with a recording chart to help them research their assigned   events. The chart might be organized around the 5Ws: Who? Who        was involved? What?        What led to the abuses? What ultranationalist policies were enacted        officially or unofficially? What were the primary interests of the        ultranationalist group? Where? Where        did the event occur? When?        When did the event take place and when did the world react to the event? Why?        Why did one group resort to policies of genocide? How?        How might the abuses have been prevented? Stress the importance of asking critical   questions, such as why these abuses occur and what might be done to prevent   them. Direct students to create a comprehensive list of factors that   contributed to the abuse. Encourage students to look for immediate causes,   indirect causes and historical conditions that may have contributed to the   situation. To structure and assess this activity, you may   want to adapt the chart and rubric found in Collecting   Information (Support Material). Identify causal relationships Invite students to illustrate the dynamic interactions among causal factors   that led to genocide in their assigned event by creating a web. Suggest that   students record the causes on paper, on the board or on an overhead. Ask   students to draw a circle (of varying sizes) around each cause to represent   the factor’s magnitude or significance. Direct students to draw arrows   connecting the various circles and annotate the arrows with a short   description of the effects of factors on each other. To structure this activity, you may want to adapt   the graphic found in Web   of Effects (Support Material). Use the following information on World   War II to demonstrate use of the Web of Effects. Possible Causes of World War II failure        of the League of Nations militarism        (arms race) worldwide        depression imperialism        (territorial rise of totalitarian dictatorships) appeasement Treaty        of Versailles. Determine and rate relative significance After students have diagrammed the contributing factors to their   assigned incident, ask each group to identify which of these factors are   related to ultranationalism. Ask students to rate the extent to which the   incident was a result of ultranationalism on a scale from Little or No Effect   to The Dominant Factor. B. Create a visual representation explaining the   roots, effects and aftermath of an ultranationalist event that resulted in   genocide. Prepare presentations Encourage students to locate information, including visual and graphic   representations of the incident, for use in their visual presentations; e.g.,   video, electronic slide show, poster. Remind students of, or have them   generate, criteria for effective presentations: informative        (the 5 Ws) concise convincing appropriate        for the intended purpose and audience easy        to understand, read and view. Discuss with the class the intended audience for   these presentations, such as a school assembly, a community program or a Web   site. Agree as a class on the intended audience. Remind the students that the   purpose of the presentation is to inform audiences about the dangers of   ultranationalism and to suggest what nations might do to prevent human rights   abuses.

Tags: Armenian Genocide, Barack Obama, Bosnia, Fascism, Holocaust, Human rights, Nationalism, Ukraine