Subtractive schooling and identity: a case study of ethnic minority students in Vietnam

Nguyen, Trang Thi Thuy and Hamid, M. Obaidul (2017) Subtractive schooling and identity: a case study of ethnic minority students in Vietnam. Journal of Language Identity and Education, 16 3: 142-156. doi:10.1080/15348458.2017.1286990

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
UQ554089_OA.pdf application/pdf 1.40MB 0

Author Nguyen, Trang Thi Thuy
Hamid, M. Obaidul
Title Subtractive schooling and identity: a case study of ethnic minority students in Vietnam
Journal name Journal of Language Identity and Education   Check publisher's open access policy
ISSN 1534-8458
Publication date 2017-04-10
Year available 2017
Sub-type Article (original research)
DOI 10.1080/15348458.2017.1286990
Open Access Status File (Author Post-print)
Volume 16
Issue 3
Start page 142
End page 156
Total pages 16
Place of publication Philadelphia, PA United States
Publisher Routledge
Language eng
Subject 1203 Language and Linguistics
3304 Education
3310 Linguistics and Language
Abstract This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society.
Keyword Bilingualism
Subtractive schooling
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Thu, 13 Apr 2017, 11:05:09 EST by Ady Boreham on behalf of School of Education