Thuy Thi Ngoc Bui
Datos Biográficos
| ID | 127085 |
|---|---|
| NOMBRE | Thuy Thi Ngoc Bui |
| NOMBRES | Thuy Thi Ngoc |
| APELLIDO | Bui |
| FIRMA | BUI T T N |
| AFILIACIONES | University of Hawaii–West Oahu |
| ORCID | 0000-0002-3390-575X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 36 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Ethnic Chinese participation in long-term visions for collaborative freshwater planning in Canterbury, Aotearoa New Zealand
In attempting to address environmental degradation through participatory processes, planners need to be cognisant of societies becoming more ethnically diverse. This poses challenges to both engage with recent migrants, and to provide education and opportunities for involvement in host governance systems. Here, freshwater values of concern to ethnic Chinese in Aotearoa New Zealand are explored, along with involvement in participatory freshwater m…
Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth
Drawing on the recent call for repositioning youth as creative and responsible agents in language and education research (e. g., McCarty & Wyman, 2009) and the notion of engaged ethnography (e.g
Teachers’ agency and the enactment of educational reform in Vietnam
Scholars concerned with language policies (LPs) argue that globalization has brought about various political, socio-economic, and linguistic shifts that increasingly impact on teacher agency (e.g., Zhao & Baldauf, 2012). Recently, the LP literature has increasingly acknowledged the agentive role of teachers as a critical factor in implementing policy (Liddicoat & Baldauf, 2008). These and other scholars argue that teachers have the potential to e…
Youth engaging language policy and planning
Multicultural Education as Community Engagement
Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and…
Teachers’ agency and the enactment of educational reform in Vietnam
Scholars concerned with language policies (LPs) argue that globalization has brought about various political, socio-economic, and linguistic shifts that increasingly impact on teacher agency (e.g., Zhao & Baldauf, 2012). Recently, the LP literature has increasingly acknowledged the agentive role of teachers as a critical factor in implementing policy (Liddicoat & Baldauf, 2008). These and other scholars argue that teachers have the potential to e…
Multicultural Education as Community Engagement
Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and…
Youth engaging language policy and planning
Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth
Drawing on the recent call for repositioning youth as creative and responsible agents in language and education research (e. g., McCarty & Wyman, 2009) and the notion of engaged ethnography (e.g
Multicultural Education as Community Engagement
Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and…
Youth engaging language policy and planning
Teachers’ agency and the enactment of educational reform in Vietnam
Scholars concerned with language policies (LPs) argue that globalization has brought about various political, socio-economic, and linguistic shifts that increasingly impact on teacher agency (e.g., Zhao & Baldauf, 2012). Recently, the LP literature has increasingly acknowledged the agentive role of teachers as a critical factor in implementing policy (Liddicoat & Baldauf, 2008). These and other scholars argue that teachers have the potential to e…
Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth
Drawing on the recent call for repositioning youth as creative and responsible agents in language and education research (e. g., McCarty & Wyman, 2009) and the notion of engaged ethnography (e.g
Ethnic Chinese participation in long-term visions for collaborative freshwater planning in Canterbury, Aotearoa New Zealand
In attempting to address environmental degradation through participatory processes, planners need to be cognisant of societies becoming more ethnically diverse. This poses challenges to both engage with recent migrants, and to provide education and opportunities for involvement in host governance systems. Here, freshwater values of concern to ethnic Chinese in Aotearoa New Zealand are explored, along with involvement in participatory freshwater m…
Pedagogy (4 obras) · Political science (4 obras) · Sociology (4 obras) · Global Education and Multiculturalism (3 obras) · Second Language Learning and Teaching (3 obras) · Economic growth (2 obras) · Gender Studies (2 obras) · Gender Studies (2 obras) · Global Educational Policies and Reforms (2 obras) · Ideology (2 obras)