Learning Inequities in Vietnam: Teachers' Beliefs about and Classroom Practices for Ethnic Minorities

Autor/inn/en	DeJaeghere, Joan; Dao, Vu; Duong, Bich-Hang; Luong, Phuong
Titel	Learning Inequities in Vietnam: Teachers' Beliefs about and Classroom Practices for Ethnic Minorities
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.399-416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duong, Bich-Hang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1924621
Schlagwörter	Foreign Countries; Teacher Attitudes; Teaching Methods; Equal Education; Minority Group Students; Ethnicity; Teacher Student Relationship; Beliefs; Student Diversity; Outcomes of Education; Secondary School Teachers; Curriculum Design; Cultural Influences; Social Influences; Educational Practices; Classroom Environment; Ethnocentrism; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnizität; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Lernleistung; Schulerfolg; Lehrplangestaltung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Bildungspraxis; Klassenklima; Unterrichtsklima; Ethnozentrismus
Abstract	Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequity in learning. But national data and international test outcomes may mask the hidden inequities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers, we examine teachers' beliefs, curricular design and actions in ethnic minority and Kinh majority classrooms. We show that teachers hold different beliefs and engage in curricular design--or the use of hegemonic curriculum and instructional practices--that produce different learning outcomes for minoritized students compared to Kinh students. These findings suggest that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01