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A Critical Examination of Social Work Education in Việt Nam Through the Eyes of the Educators

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A Critical Examination of Social Work Education in Việt Nam Through the Eyes of the Educators READING BETWEEN THE LINES: A CRITICAL EXAMINATION OF SOCIAL WORK EDUCATION IN VIỆT NAM THROUGH THE EYES OF THE EDUCATORS A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Social Work University of Regina By Carolyn Dawn Trần Regina, Saskatchewan Canada April, 2019 © 2019: Carolyn Dawn Trần UNIVERSITY OF REGINA FACULTY OF GRADUATE STUDIES AND RESEARCH SUPERVISORY AND EXAMINING COMMITTEE Carolyn Dawn Trần, candidate for the degree of Master of Social Work, has presented a thesis titled, Reading Between The Lines: A Critical Examination of Social Work Education in Vietnam Through The Eyes of the Educators, in an oral examination held on April 17, 2019. The following committee members have found the thesis acceptable in form and content, and that the candidate demonstrated satisfactory knowledge of the subject material. External Examiner: *Dr. Magnus Mfoafo-McCarthy, Sir Wilfrid Laurier University Supervisor: Dr. Ailsa Watkinson, Faculty of Social Work Committee Member: *Dr. Hieu Van Ngo, Faculty of Social Work Committee Member: *Dr. Judy White, Faculty of Social Work Chair of Defense: Dr. Tara Turner, School of Indigenous Social Work *via Video Conference Abstract The profession of social work in Việt Nam is rebuilding, and as a result, social work education is in a period of rapid change. However, the literature about social work in Việt Nam is sparse, and there is limited research describing social work education in detail or the perceptions of Vietnamese social work educators regarding the current state of social work education in Việt Nam. Việt Nam’s history of colonialism and professional imperialism within international social work points to the need for a closer examination of social work education in Việt Nam and the perception of social work educators to its current state. Utilizing critical theory as a guiding framework, critical ethnography as the research methodology, and thematic analysis, this thesis attempts to understand how social work education in Việt Nam was perceived by Vietnamese social work educators based on the current state of social education in Việt Nam. ii ACKNOWLEDGEMENTS Immense gratitude is extended to the Social Sciences and Humanities Research Council of Canada (SSHRC) for awarding such prestigious funding to make this research possible. Appreciation is given to the Faculty of Graduate Studies and Research at the University of Regina for providing additional funding throughout my graduate studies and to the Government of Saskatchewan for recognition of innovative research. Dr. Ailsa M. Watkinson, Professor Emerita, and Dr. Judy White, Dean, Faculty of Social Work – University of Regina: I am forever grateful for your wisdom, patience and undeniable support throughout this journey. You have planted the seeds to believe, become, and do more than I thought was possible, especially under the personal circumstances I faced throughout this process. This is the greatest gift a student could ask for. Dr. Ngô Văn Hiếu, Professor, University of Calgary – Faculty of Social Work: I am honoured your wisdom and passion joined me in these learnings. Thank you for walking alongside me on this cultural and very personal journey. Cảm ơn Thầy. Cảm ơn Cậu, Dì, Dượng, Mợ, Anh, Chị, Em. Thank you to my family in Việt Nam for their hospitality, love that knows no boundaries, and for always welcoming me “home” to my quê hương. Most of all, thank you to all the social worker educators in Việt Nam and their respective universities who made this research come to life. Your unquestionable dedication and selflessness to the profession and to the country will grow generations of bright and brilliant social workers. iii Dedication Thưa Ba Mẹ/To My Parents: Con cảm ơn rất nhiều những gì Ba Mẹ đã dành cho con. Con sẽ không thể nào được như bây giờ nếu không có tình yêu và sự ủng hộ của Ba Mẹ. It is from humble beginnings where I learned how to be resilient and strong. It is also because of you I remember that anything is possible or achievable. Thank you for loving and supporting me unconditionally and for catching me when I fall. Most of all, thank you for everything you have sacrificed in your life so that my life could be everything that you had hoped for. To Robert John: In the time I was able to share with you on this earth brought many life lessons. Without question, you have undeniably taught me the true meaning of compassion and integrity. You always believed in me when I did not believe in myself. Thank you for seeing all that was my potential, helping to instill the courage needed to face the unknown, for watching over me, and most of all, for giving the gift of a new chapter in life. You are missed, always. And lastly, To Empowerment iv TABLE OF CONTENTS Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................ iii Dedication .......................................................................................................................... iv Table of Contents .................................................................................................................v List of Appendices ............................................................................................................ vii CHAPTER ONE: INTRODUCTION ..................................................................................1 1.1 Background ..............................................................................................................1 1.2 What is the Research About? ....................................................................................2 1.3 Why Do the Research? ..............................................................................................4 1.4 Summary of the Thesis ..............................................................................................6 CHAPTER TWO: EXISTING KNOWLEDGE ..................................................................9 2.1 Introduction ................................................................................................................9 2.2 International Social Work ..........................................................................................9 2.3 Indigenized Social Work ..........................................................................................12 2.4 Decolonized Social Work .........................................................................................16 2.5 Becoming Familiar with Việt Nam .........................................................................18 2.5.1 Population, demographics, and landscape .....................................................19 2.5.2 Việt Nam’s history ..........................................................................................21 2.5.2.1 Chinese colonization ...............................................................................22 2.5.2.2 A period of independence .......................................................................22 2.5.2.3 French colonization .................................................................................23 2.5.2.4 American influence .................................................................................24 2.5.3 Political setting ...............................................................................................25 2.5.4 Globalization ...................................................................................................26 2.5.5 Ways of thinking and being ............................................................................27 2.6 Social Work in Việt Nam .........................................................................................27 2.6.1 Social work history in Việt Nam ....................................................................28 2.6.2 Social work education ....................................................................................30 2.6.3 Social issues and areas of practice ..................................................................31 2.7 Lenses Used to Understand the Research ................................................................32 2.7.1 Anti-oppressive social work ...........................................................................33 2.7.2 Critical theory ................................................................................................34 2.8 Importance of the Research ......................................................................................35 2.9 Summary ..................................................................................................................37 CHAPTER THREE: APRROACHES TO GAINING AND SHARING KNOWLEDGE ............................................................................................................................................38 3.1 Introduction ..............................................................................................................38 3.2 Research Approach: Critical Ethnography ...............................................................38 3.3 Locations of Fieldwork and Recruitment .................................................................46 3.3.1 Locations of fieldwork ....................................................................................46 3.3.2 Recruitment .....................................................................................................48
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