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.

摘要

全球和国家教育议程关注提高学习成果的质量和平等。本文对越南的案例进行了分析，越南被认为具有较高的学习成果和较少的学习不平等。但国家数据和国际测试结果可能掩盖了少数群体和多数 (Kinh) 学生之间存在的隐藏的不平等。我们利用定性视频和中学教师访谈中的数据，研究了少数民族和京族占多数的课堂中教师的信仰、课程设计和行为。我们表明，与京族学生相比，教师持有不同的信仰并参与课程设计——或使用霸权课程和教学实践——这为少数民族学生带来了不同的学习成果。