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

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Reading the Word and the World: a Critical Literary and Autoethnographic Analysis of Educational Renovation in Vietnam Reading the Word and the World: A Critical Literary and Autoethnographic Analysis of Educational Renovation in Vietnam Item Type text; Electronic Dissertation Authors Ta, Hien Dang 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. Download date 26/09/2021 16:46:19 Link to Item http://hdl.handle.net/10150/194920 READING THE WORD AND THE WORLD: A CRITICAL LITERARY AND AUTOETHNOGRAPHIC ANALYSIS OF EDUCATIONAL RENOVATION IN VIETNAM. by Hien Ta ____________________ Copyright © Hien Ta 2006 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 6 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Hien Dang Ta entitled Reading the Word and the World: A Critical Ethnographic Study of Educational Renovation in Vietnam and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ____________________________________________________ Date: 5/27/05 Teresa L. McCarty ____________________________________________________ Date: 5/27/05 Prosper Sanou ____________________________________________________ Date: 5/27/05 Patricia L. Anders ____________________________________________________ Date: 5/27/05 Richard Ruiz Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ____________________________________________________ Date: 5/10/06 Dissertation Director Teresa L. McCarty 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate knowledge of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED:_______ Hien Ta 4 ACKNOWLEDGEMENTS To all teachers, colleagues, and friends, known or unknown, American and Vietnamese, who have, directly or indirectly, inspired, guided, encouraged, and assisted me to do this long-cherished project. My sincere thanks go to my committee members, Dr. Teresa McCarty, Dr. Richard Ruiz, Dr. Patricia Anders, and Dr. Prosper Sanou, for their insightful suggestions. I owe a great debt to my mentor, Dr. Teresa McCarty, for her long days of helping me to revise and refine my manuscript. Many thanks to Koomi Kim for her typing of my handwritten draft. Thanks to Nguyen Thanh Tam, my most married unmarried wife. 5 TABLE OF CONTENTS LIST OF TABLES ......................................................................................................... 8 ABSTRACT....................................................................................................................9 CHAPTER 1: INTRODUCTION ..................................................................................10 “A Wedding Without a Marriage Certificate,” or Pre-Renovation Education as Mirrored in a Novel..................................................................................12 Educational Renovation .....................................................................................16 Research Context and Questions ........................................................................19 The Organization of the Study............................................................................21 CHAPTER 2: CRITICAL PEDAGOGY, CRITICAL LITERACY AND FREIREAN PHILOSOPHY OF LIBERATION ..........................................................................24 Critical Literacy Pedagogy.................................................................................24 Critiques of Critical Pedagogy ...........................................................................30 Reader-Response Theories and Expressivist Writing as Critical Literacy ...........33 Summary ...........................................................................................................39 CHAPTER 3: METHOD AND METHODOLOGY: DOING CRITICAL LITERARY ANALYSIS AND AUTOETHNOGRAPHY IN VIETNAM................41 Conventional Ethnography and Autoethnography ............................................. 41 Public Documents and Literature as Data Sources..............................................45 Mining the Documents ...........................................................................46 The Research Journey ........................................................................................47 The Vietnamese Context ....................................................................................49 Data Analysis.....................................................................................................50 Dealing with Validity, Reliability, and Ethics.....................................................52 Language Issues………………………………………………………………….55 Leaving Vietnam................................................................................................56 Returning to Vietnam.........................................................................................56 Summary ...........................................................................................................57 CHAPTER 4: THE POLITICS OF POLITICAL EDUCATION: CLASS-BASED OR HUMANISTIC HUMAN BEING?....................................................................58 Summary ...........................................................................................................66 6 TABLE OF CONTENTS—Continued CHAPTER 5: THE POLITICS OF LITERATURE: WHY WE READ/WRITE. LITERATURE FOR PARTY-MINDEDNESS OR HUMANISTIC AIMS?.............68 Literature and the “New Socialist Human Being”...............................................68 Literary Writing as Reproduction.......................................................................71 Summary ...........................................................................................................73 CHAPTER 6: THE POLITICS OF LITERATURE: WHAT TO READ/WRITE. ILLUSTRATIVE OR SOUL-SEARCHING LITERATURE?..................................74 Illustrative Literature..........................................................................................75 Soul-Searching Literature...................................................................................83 Separation ..............................................................................................83 Against the Current Stream.....................................................................84 Fired Gold ..............................................................................................87 Broken Promise......................................................................................91 Summary ...........................................................................................................95 CHAPTER 7: THE POLITICS OF LITERATURE: HOW TO READ/WRITE BANKING STYLE OR READER-RESPONSE/EXPRESSIVIST? .........................97 Model Literature Lessons...................................................................................97 Banking Style of Teaching ...............................................................................103 Banking Style and Its Consequences ................................................................105 Reader-Response and Expressivism .................................................................108 Summary .........................................................................................................110 CHAPTER 8: SOCIALIZING OF EDUCATION AND EQUALIZATION OF EDUCATION OPPORTUNITY: THE UNROYAL PATH....................................112 Socializing of Education ..................................................................................112 Fake Diplomas, Tracking, and Equality of Opportunity Structure.....................117 Summary .........................................................................................................123 CHAPTER 9: THE MATTER OF ALL MATTERS AND THE POLITICS OF AMBIGUITY ........................................................................................................124 The Matter of All Matters ................................................................................124 The Politics of Ambiguity ................................................................................129 Now and Then..................................................................................................143 Summary .........................................................................................................147 7 TABLE OF CONTENTS-Continued CHAPTER 10: CONCLUDING MEDITATIONS: FROM A LOVE POEM TO EDUCATIONAL RENOVATION ........................................................................149
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