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Knowledge, Specialisation and Social Order

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Knowledge, Specialisation and Social Order University Curriculum Reforms in Vietnam 1986-2015: Knowledge, Specialisation and Social Order Thi Kim Quy NGUYEN (ORCID ID: 0000-0001-6028-0321) Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy February 2018 Melbourne Graduate School of Education The University of Melbourne Abstract ABSTRACT This thesis provides a new detailed curriculum focused account of an important reform period in Vietnamese higher education policy. It sets out to explore questions of knowledge, specialisation and social order in relation to changing iterations of education policy for higher education in Vietnam between 1986 and 2015, a period of significant changes of higher education policy, as Vietnam aimed to incorporate a stronger market economic agenda and outcomes in its higher education curriculum. More specifically, the study is concerned with knowledge and its relation to the problem of specialisation and social order in successive curricular reforms in Vietnam during the period under study. To achieve these aims, the study employs a particular approach in the sociology of education, one that is grounded in the Durkheimian tradition. In doing so, the thesis has attempted to address this issue in a fresh way from major approaches to curriculum analysis and reform in contemporary educational research. This approach, while acknowledging that the influences of socio-political factors are not to be downplayed in shaping curriculum discourse, argues that how curriculum knowledge is built and modified also depends on its epistemological basis. The evidence base for this research draws on official policy documents supplemented by semi- structured expert interviews. The thesis researches the details of three different phases of major policy change to analyse what the policies say about aims and key agendas of each reform phase and how they set up organisation and structure of curriculum. In doing this it attends to aims and tensions regarding issues of knowledge modernization on the one hand and social order on the other. The analysis approach is both interpretive and critical. Finally, the study draws on Emile Durkheim‘s argument on the moral nature of specialisation as one possible way of reflecting on the epistemic and moral tension evident in the reform period. Overall it is argued that successive university curriculum reforms between 1986 and 2015 involve (1) an uneasy attempt on the part of the policymakers to try to put together the American-European style while maintaining a consistent ‗red‘ approach, each with unsatisfactory results; (2) an epistemic paradox between a neo-conservative ‗red‘ approach in which knowledge from certain disciplines was treated as fixed on the one hand, and, on the other hand, a set of generic approaches in which any forms of knowledge were assumed to be as valid or invalid as any other as long as they served the pragmatist goal of economic development, and (3) a regulative paradox between moral authoritarianism and industrial authoritarianism, both of which deny the sui generis moral nature of specialisation in the Durkheimian sense. One of the key implications from the study is that the reforms did not seem to generate curriculum approaches, both epistemic and moral, that truly reflect an increasingly differentiated society both in terms of work and values. Through this, the study problematizes any curriculum reform attempts that disregard the intrinsic autonomy of education and knowledge by equating these categories with socio-economic interests. i Declaration DECLARATION This is to certify that (i) the thesis comprises only my original work towards the PhD, (ii) due acknowledgement has been made in the text to all other material used, (iii) the thesis is less than 100,000 words in length, exclusive of tables, bibliographies and appendices. Thi Kim Quy Nguyen Melbourne 2018 ii Preface PREFACE Some texts in this thesis were drawn from my earlier publications that are my own work and directly related to the topic of this study. Specifically: Some paragraphs in Chapter 2 on the historical overview of higher education in Vietnam were based on the following peer-reviewed journal article: Nguyen, Thi Kim Quy. 2011. Globalisation and higher education in Vietnam. Journal of Interdisciplinary Studies, 23, pp.117-136. A part of Chapter 7 on the Profession-Oriented Higher Education was published in the following peer-reviewed book chapter during my candidature: Nguyen, Thi Kim Quy. 2016. The Profession-Oriented Higher Education project in Vietnam: when curricular knowledge is at stake. In S. Bohlinger., et al. (Eds.), Education policy: Mapping the landscape and scope (pp. 97-123). Frankfurt: Peter Lang. During my candidature, I have also presented the following conference papers, the abstracts of which were incorporated in the proceedings: Nguyen, Thi Kim Quy. 2015. A Durkheimian critique of the Profession-Oriented Curriculum Project in Vietnam. A Paper presented at the Asia and Education Conference, University of Otago, New Zealand, 11-13 December 2015. Nguyen, Thi Kim Quy. 2015. Durkheim‘s critique of pragmatism and its implications for the recent university curriculum reform in Vietnam. A paper presented at the 45th Annual conference of the Philosophy of Education Society of Australasia (PESA), Melbourne, 5-8 November 2015. Nguyen, Thi Kim Quy. 2015. Knowledge, Specialisation and Social Order: Higher Education Curriculum Policies in Vietnam after 1986. A paper presented at the second international symposium on social realism. Cambridge University, UK, 29 June- 1st July 2015. Nguyen, Thi Kim Quy. 2014. Key curriculum policy moments in Vietnamese Higher Education between 1986 and 2013. A paper presented at the mini-conference for Vietnamese PhD candidates in education, Southern Cross University, Gold Coast, 13th -14th July 2014. Nguyen, Thi Kim Quy. 2013. An Analysis of Durkheim‘s ‗Pragmatism and Sociology‘ and its implications for curriculum research in Vietnam. A paper presented at the first symposium on social realism in the sociology of education. Hormeton College, Cambridge University, UK 12-15 April 2013. iii Acknowledgements ACKNOWLEDGEMENTS When I started this life-changing journey, I was so eager to embark on a process of becoming a doctoral student, expecting that academic activities would be the only thing I would engage in. By the end of the journey, I have realized that the whole experience has been much richer than that. Looking back, the overwhelming feeling in my heart is a deep sense of gratitude for many people who have stood by me in both good times and bad. I wish to extend my special appreciation to the following people and institutions for helping me to reach the destination of this journey. I would like to express my heartfelt thanks to the University of Melbourne and the William and Kate Herschell Scholarship for generously funding my doctoral studies. The scholarships are true blessings to me since financial constraints would have prevented me from even thinking about starting a PhD. My deep and special gratitude goes to the following people who have contributed significantly to this project in their role as supervisors. First, I am deeply grateful to my main supervisor, Professor Lyn Yates, and my co-supervisor, Dr Peter Woelert, for their invaluable comments on my texts throughout the years. I benefit greatly from their expert judgments and professional guidance, their constantly dedicated and practical support and kind forbearance, without which this thesis would not have been completed. Specially, I owe a tremendous debt to Professor Lyn Yates, who has always played a key role in coordinating this project and keeping it on track, for her scholarly wisdom, her meticulous comments and constructive critiques during the writing phase and for her inexhaustible patience during the correction phase of this thesis. Second, I am deeply indebted to Associate Professor Leesa Wheelahan and Dr Glen Savage for their stimulating conversations and invaluable guidance in their role as my supervisors during the first year of my candidature. Finally, my utmost appreciation goes to my external supervisor, Emeritus Professor Michael Young, whose commitment to the success of his student has truly been an inspiration. I cannot have enough words to express my thanks for his scholarly wisdom, his tireless encouragement and unwavering trust and support, all of which have gone a long way toward the realization of this project. In their own ways, they each have contributed invaluable insights to this project as well as helped to shape me as a student and a researcher. My sincere thanks also go to the members of my supervisory committee: Prof Fazal Rizvi, Dr Jessica Gerrard and Dr Glen Savage, for their constant support, insightful comments and sustained encouragement. I am most grateful to Prof Fazal Rizvi for his expert assistance and advice on policy analysis during the initial phase of my study. My deep appreciation also goes to Emeritus Professor Johan Muller for the invaluable chance to talk and exchange ideas with him during the initial phase of my research. His scholarly wisdom and his gentle and perspicacious insights have served as a driving force in my work. I was most fortunate to have met Dr Elizabeth St George, who generously shared her research experience, provided me with policy documents and data as well as meaningful conversations about Vietnamese higher education. I am sincerely thankful for her generosity and kindness. I would also like to greatly thank the interviewed participants for generously giving the time to answer my questions and providing me with invaluable documents for the thesis. iv Acknowledgements I am also very grateful to be a member of level 7 at Melbourne Graduate School of Education. I would like to express my deep appreciation especially to Prof David Beckett for being always willing to give me support and encouragement; to Prof Julie McLeod for her cheering conversations; and to my good friends Pan He, Sanaz Narispour, Emma Buchannan, Nasim Janfada, Elizer Jay de los Reyes, and especially to Mahtab Janfada for their beautiful friendship, their cheering and caring, which have made level 7 a warm corner in my memory.
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