Reading the Word and the World: A Critical Literary and Autoethnographic Analysis of Educational Renovation in Vietnam

Persistent Link:
http://hdl.handle.net/10150/194920
Title:
Reading the Word and the World: A Critical Literary and Autoethnographic Analysis of Educational Renovation in Vietnam
Author:
Ta, Hien Dang
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study, informed by critical pedagogy literacy, inquires into the accomplishments of the policy of Doi moi Giao duc, or Educational Renovation, in Vietnam. The study, which occurred over two years, uses critical literary analysis and autoethnography as primary methodologies; it focuses is on the author's personal experience and the analysis of literature and public documents to inquire into educational polices and practices. How the key tenets of Renovation - democratization and modernization, socialization and equalization - have been translated into practice was the center of the investigation. This study indicates that there has been a wide difference between the Renovation manifesto and its practice. This in turn has been the genesis of a critical literacy or resistance against that disparity by many teachers and learners. The study also suggests that schools are not only sites of dominion but also of contestation and that the oppressed have the ability to be self-conscientized. The study sought to understand the inconsistency and the ambiguous attitude about a Freirean praxis, and interpret this as an inescapable product of cultural and political circumstances. In this way, the study emphasizes the power of Paulo Freire's theory of critical education and at the same time suggests the possibility of its being reinvented in this sociopolitical context.
Type:
text; Electronic Dissertation
Keywords:
Critical literacy; Reader-Response; Expressivist Writing; Autoethnography; Literature Teaching; International Education; Educational Reform
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading & Culture; Graduate College
Degree Grantor:
University of Arizona
Advisor:
McCarty, Teresa L.
Committee Chair:
McCarty, Teresa L.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleReading the Word and the World: A Critical Literary and Autoethnographic Analysis of Educational Renovation in Vietnamen_US
dc.creatorTa, Hien Dangen_US
dc.contributor.authorTa, Hien Dangen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study, informed by critical pedagogy literacy, inquires into the accomplishments of the policy of Doi moi Giao duc, or Educational Renovation, in Vietnam. The study, which occurred over two years, uses critical literary analysis and autoethnography as primary methodologies; it focuses is on the author's personal experience and the analysis of literature and public documents to inquire into educational polices and practices. How the key tenets of Renovation - democratization and modernization, socialization and equalization - have been translated into practice was the center of the investigation. This study indicates that there has been a wide difference between the Renovation manifesto and its practice. This in turn has been the genesis of a critical literacy or resistance against that disparity by many teachers and learners. The study also suggests that schools are not only sites of dominion but also of contestation and that the oppressed have the ability to be self-conscientized. The study sought to understand the inconsistency and the ambiguous attitude about a Freirean praxis, and interpret this as an inescapable product of cultural and political circumstances. In this way, the study emphasizes the power of Paulo Freire's theory of critical education and at the same time suggests the possibility of its being reinvented in this sociopolitical context.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCritical literacyen_US
dc.subjectReader-Responseen_US
dc.subjectExpressivist Writingen_US
dc.subjectAutoethnographyen_US
dc.subjectLiterature Teachingen_US
dc.subjectInternational Educationen_US
dc.subjectEducational Reformen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCarty, Teresa L.en_US
dc.contributor.chairMcCarty, Teresa L.en_US
dc.contributor.committeememberSanou, Prosperen_US
dc.contributor.committeememberAnders, Patricia L.en_US
dc.contributor.committeememberRuiz, Richarden_US
dc.identifier.proquest1712en_US
dc.identifier.oclc659746296en_US
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