Mai Phuc Thinh
Biographic Data
| ID | 4429673 |
|---|---|
| NAME | Mai Phuc Thinh |
| GIVEN NAMES | Mai Phuc |
| FAMILY NAME | Thinh |
| SIGNATURE | THINH M P |
| AFFILIATIONS | Duy Tan University |
| ORCID | 0009-0001-4246-6410 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘Not fully out, not fully hidden’: Emotional labor and affective strategies of queer teachers in Vietnamese schools
This paper examines how queer teachers in Vietnam negotiate emotional labor and professional legitimacy within school environments shaped by heteronormativity, Confucian-inflected moral expectations, and everyday silence around gender and sexuality. Drawing on narrative inquiry and affect theory, the study analyzes interviews with six queer educators. Rather than framing professional identity through binaries of being ‘out’ or ‘closeted,’ the fin…
Recalibrating Human Capital in the Global South: Rethinking Institutional Readiness Through Vietnam–Korea Higher Education Partnerships
This study critically examines how human capital and institutional readiness are constructed and operationalized in Vietnam–Korea higher education partnerships. While such collaborations are often framed as capacity-building and mutually beneficial, a qualitative multi-case study of three Vietnamese universities reveals that readiness is externally defined through metrics such as English proficiency, foreign degrees, and publication output, while…
Decolonial in theory, colonial in practice? Rethinking gatekeeping from within the Global South
This article interrogates the reconfiguration of decolonial discourse within global academic spaces, arguing that its institutional uptake can reinforce, rather than dismantle, existing epistemic hierarchies. While decoloniality emerged as counter-hegemonic praxis, its circulation through global education, publishing, and funding regimes has rendered it susceptible to instrumentalisation, symbolic branding, and professional reward. Drawing on Spi…
From visitor to legible participant: Performing learner autonomy in short-term intra-Asian mobility
This article reconceptualises learner autonomy as a performative practice shaped by linguistic, affective, and intercultural pressures in short-term intra-Asian mobility. Drawing on reflective journals and interviews with 18 Vietnamese students in ASEAN exchange programmes, the study examines how autonomy was enacted in moments of uncertainty and adaptation. Findings show that autonomy was performed through rehearsed competence, embodied mimicry,…
Belonging and care in queer homecomings: Kinship and emotional geographies in Vietnam
I only belonged after I left’: Affective delays and the unfinished pedagogies of short-term mobility in Southeast Asia
Belated belonging in silence and care: Emotional geographies of Indian students in English-medium medical education in Vietnam
Purpose This paper aims to examine how emotional geographies shape international medical students’ experiences of English-medium instruction (EMI) in Vietnam within a South–South mobility context. It focuses on how affective atmospheres, temporal trajectories and everyday forms of mediation condition belonging, participation and care across classrooms, clinical wards, dormitories and city spaces. Design/methodology/approach This study draws on se…
Rethinking educational equity in the Global South: Alternative pathways for Myanmar students in conflict-affected contexts
Educational equity remains a pressing challenge in the Global South, particularly for students affected by conflict and migration. In Myanmar, disruptions to formal schooling have led many students to seek alternative education pathways that offer flexibility and international recognition. This study examines the role of General Educational Development (GED) programs as an alternative model for fostering educational resilience and equity among My…
Affective belonging and negotiated authenticity: Vietnamese gay men navigating sexuality, kinship and emotional health in Thailand
This study examined how Vietnamese gay men negotiate sexuality, kinship, and emotional health during their educational studies in Thailand. Drawing on narrative interviews with ten participants and informed by theories of negotiated authenticity, performativity, and affective belonging, it conceptualises queer identity work as a relational, health-preserving practice rather than a linear 'coming-out' trajectory. Participants described studying ab…
The emotional labour of becoming international: Affective governance and intercultural identity in pre-mobility admissions
Purpose This study aims to examine how Vietnamese graduates preparing for master’s study abroad experience admissions as emotional labour and intercultural identity work. It reframes pre-mobility as an intercultural pedagogy in which applicants calibrate voice, manage affect and render themselves globally legible. Design/methodology/approach Using a narrative–affective design, this study draws on 14 semi-structured interviews and accompanying art…
Cross-cultural insights into youth perceptions of climate change: A comparative study between the US and Vietnam
Becoming otherwise in the region: Affective intercultural learning among Vietnamese Students in Southeast Asian faculty-led mobility programs
Developing Intercultural Competence Through Short-Term Exchange Programs in Southeast Asia: Insights from Vietnamese Students
This study investigates intercultural competence development in Vietnamese students during short-term exchanges in Southeast Asia. It examines the challenges faced, strategies used to overcome them, and their impact on students’ cultural perceptions and competencies. Using reflective journals and interviews with 19 undergraduates from Vietnam, the research documents their experiences in Thailand, Malaysia, and the Philippines. Despite struggles w…
Adapting teaching practices and enhancing intercultural competence: Student teachers’ experiences in an international exchange program
Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environmen…
Integrating climate change education in higher education: Insights from lecturers and students across disciplines in the Mekong Delta
Strengthened by struggle: Homeland attachment in the Karen diaspora after the 2021 Myanmar coup
This study delves into the heightened dynamics of homeland attachment within the Karen diaspora following the 2021 Myanmar military coup. It examines how this critical event has catalyzed a stronger sense of belonging and identity among the displaced Karen people across global diasporic communities. Drawing on qualitative data, this research highlights the intensified connection to their homeland that the Karen diaspora maintains, despite geograp…
Becoming otherwise in the region: Affective intercultural learning among Vietnamese Students in Southeast Asian faculty-led mobility programs
Adapting teaching practices and enhancing intercultural competence: Student teachers’ experiences in an international exchange program
Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environmen…
Developing Intercultural Competence Through Short-Term Exchange Programs in Southeast Asia: Insights from Vietnamese Students
This study investigates intercultural competence development in Vietnamese students during short-term exchanges in Southeast Asia. It examines the challenges faced, strategies used to overcome them, and their impact on students’ cultural perceptions and competencies. Using reflective journals and interviews with 19 undergraduates from Vietnam, the research documents their experiences in Thailand, Malaysia, and the Philippines. Despite struggles w…
Adapting teaching practices and enhancing intercultural competence: Student teachers’ experiences in an international exchange program
Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environmen…
Integrating climate change education in higher education: Insights from lecturers and students across disciplines in the Mekong Delta
Strengthened by struggle: Homeland attachment in the Karen diaspora after the 2021 Myanmar coup
This study delves into the heightened dynamics of homeland attachment within the Karen diaspora following the 2021 Myanmar military coup. It examines how this critical event has catalyzed a stronger sense of belonging and identity among the displaced Karen people across global diasporic communities. Drawing on qualitative data, this research highlights the intensified connection to their homeland that the Karen diaspora maintains, despite geograp…
Rethinking educational equity in the Global South: Alternative pathways for Myanmar students in conflict-affected contexts
Educational equity remains a pressing challenge in the Global South, particularly for students affected by conflict and migration. In Myanmar, disruptions to formal schooling have led many students to seek alternative education pathways that offer flexibility and international recognition. This study examines the role of General Educational Development (GED) programs as an alternative model for fostering educational resilience and equity among My…
Affective belonging and negotiated authenticity: Vietnamese gay men navigating sexuality, kinship and emotional health in Thailand
This study examined how Vietnamese gay men negotiate sexuality, kinship, and emotional health during their educational studies in Thailand. Drawing on narrative interviews with ten participants and informed by theories of negotiated authenticity, performativity, and affective belonging, it conceptualises queer identity work as a relational, health-preserving practice rather than a linear 'coming-out' trajectory. Participants described studying ab…
The emotional labour of becoming international: Affective governance and intercultural identity in pre-mobility admissions
Purpose This study aims to examine how Vietnamese graduates preparing for master’s study abroad experience admissions as emotional labour and intercultural identity work. It reframes pre-mobility as an intercultural pedagogy in which applicants calibrate voice, manage affect and render themselves globally legible. Design/methodology/approach Using a narrative–affective design, this study draws on 14 semi-structured interviews and accompanying art…
Cross-cultural insights into youth perceptions of climate change: A comparative study between the US and Vietnam
Becoming otherwise in the region: Affective intercultural learning among Vietnamese Students in Southeast Asian faculty-led mobility programs
‘Not fully out, not fully hidden’: Emotional labor and affective strategies of queer teachers in Vietnamese schools
This paper examines how queer teachers in Vietnam negotiate emotional labor and professional legitimacy within school environments shaped by heteronormativity, Confucian-inflected moral expectations, and everyday silence around gender and sexuality. Drawing on narrative inquiry and affect theory, the study analyzes interviews with six queer educators. Rather than framing professional identity through binaries of being ‘out’ or ‘closeted,’ the fin…
Recalibrating Human Capital in the Global South: Rethinking Institutional Readiness Through Vietnam–Korea Higher Education Partnerships
This study critically examines how human capital and institutional readiness are constructed and operationalized in Vietnam–Korea higher education partnerships. While such collaborations are often framed as capacity-building and mutually beneficial, a qualitative multi-case study of three Vietnamese universities reveals that readiness is externally defined through metrics such as English proficiency, foreign degrees, and publication output, while…
Decolonial in theory, colonial in practice? Rethinking gatekeeping from within the Global South
This article interrogates the reconfiguration of decolonial discourse within global academic spaces, arguing that its institutional uptake can reinforce, rather than dismantle, existing epistemic hierarchies. While decoloniality emerged as counter-hegemonic praxis, its circulation through global education, publishing, and funding regimes has rendered it susceptible to instrumentalisation, symbolic branding, and professional reward. Drawing on Spi…
From visitor to legible participant: Performing learner autonomy in short-term intra-Asian mobility
This article reconceptualises learner autonomy as a performative practice shaped by linguistic, affective, and intercultural pressures in short-term intra-Asian mobility. Drawing on reflective journals and interviews with 18 Vietnamese students in ASEAN exchange programmes, the study examines how autonomy was enacted in moments of uncertainty and adaptation. Findings show that autonomy was performed through rehearsed competence, embodied mimicry,…
Belonging and care in queer homecomings: Kinship and emotional geographies in Vietnam
I only belonged after I left’: Affective delays and the unfinished pedagogies of short-term mobility in Southeast Asia
Belated belonging in silence and care: Emotional geographies of Indian students in English-medium medical education in Vietnam
Purpose This paper aims to examine how emotional geographies shape international medical students’ experiences of English-medium instruction (EMI) in Vietnam within a South–South mobility context. It focuses on how affective atmospheres, temporal trajectories and everyday forms of mediation condition belonging, participation and care across classrooms, clinical wards, dormitories and city spaces. Design/methodology/approach This study draws on se…
Global Education and Multiculturalism (6 works) · International Student and Expatriate Challenges (6 works) · Sociology (6 works) · Vietnamese (6 works) · Political science (5 works) · Psychology (5 works) · Ethnography (4 works) · Narrative (4 works) · Pedagogy (4 works) · Qualitative research (4 works)