Drawing-voice as a methodological tool for understanding teachers' concerns in a pilot Hmong–Vietnamese bilingual education programme in Vietnam
Bibliographic Data
| ID | 12112985 |
|---|---|
| Authors | Constance Lavoie (0009-0009-7725-3958, Université du Québec à Chicoutimi, corresponding author), Carol Benson (0000-0003-3075-0745, Stockholm University) |
| Year | 2011 |
| Volume | 24 |
| Issue | 3 |
| Pages | 269-286 |
| Publication date | 2011-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2011.620125 |
| OpenAlex | W1964571725 |
| Language | EN |
| Citations received | 9 |
| References cited | 19 |
This paper illustrates how a methodological tool called ‘drawing-voice’ can be used to demonstrate qualitatively what statistical and policy data are not able to reveal regarding the educational realities of Hmong minority communities in northern Vietnam, particularly with regard to the role of local language and culture in school. This paper describes the approach of using drawing to stimulate authentic discussion, which is then analysed in light of the current conditions of educational services for Hmong speakers. This visual methodology was seen by the participants themselves as culturally appropriate. The drawing-voice activities conducted with teachers from Hmong community schools in northern Vietnam have demonstrated that teachers' identities and practices are influenced by certain linguistic, cultural, and environmental issues. According to the drawing-voice participants, the reasons for educational inequity include the use of Vietnamese as the language of instruction, a lack of cultural sensitivity in the curriculum and by some teachers, a lack of school materials, and difficult physical conditions such as geographic isolation, poor road conditions, and deterioration of schools. This combination of conditions explains why so few ethnic minority learners survive the school system long enough to become professionals and how the lack of Hmong teachers contributes to this vicious cycle
Curriculum · Ethnic group · Linguistics · Mathematics education · Pedagogy · Sociology · Vietnamese · Global Education and Multiculturalism · Psychology
Key Informants Perspectives on Education Success, Supports, and Barriers in Nunavut Education
Language choice of Vietnamese ethnic minority students in family and community interactions
Language choice, identity and social distance
Language attitudes, identity and L1 maintenance
Learning inequities in Vietnam
Educational linguicism
Subtractive Schooling and Identity
Bilingualism as a resource
Vietnamese ethnic minority students' language practices under the influence of external interventions
Linguistic genocide in education, or worldwide diversity and human rights?
The Educational Realities of Hmong Communities in Vietnam
Photovoice
English Only Worldwide or Language Ecology
Hold Your Courses
Action Research and Minority Problems
Just Who Do We Think We Are
Culture, Style and the Educative Process
English for Globalisation or for the World's People
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,9 |
| Citation span | 2016 - 2022 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |