Inequalities in Learning in Vietnam: Teachers바카라 사이트™ Beliefs About and Classroom Practices for Ethnic Minorities
This paper provides an analysis of Vietnam, which is regarded as having high learning outcomes and less inequality in learning
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 inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers바카라 사이트™ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design 바카라 사이트“ or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
This work is part of the 바카라 사이트˜Research on Improving Systems of Education바카라 사이트™ (RISE) programme
Citation
DeJaeghere, J., Dao, V., Duong, B.H. and Luong, P. 2021. Inequalities in Learning in Vietnam: Teachers바카라 사이트™ Beliefs About and Classroom Practices for Ethnic Minorities. RISE Working Paper Series. 21/061. https://doi.org/10.35489/BSG-RISE-WP_2021/061