This chapter examines discourses and social practices at individual, community, and institutional levels related to non-majority Vietnamese ethnic girls' access to and participation in secondary school. This critical analysis utilizes Sen's framework of capabilities to illustrate differences in discourse and social practice that exist around poverty, and the ways in which gendered relations and ethnic traditions are intertwined with the discourse and practices of poverty to affect girls' choices and well-being in and through secondary education. We particularly draw on girls' and their parents' constructions of these issues as they negotiate and are affected by them. We argue that strategies must move beyond the discourse that ethnic traditions and gendered relations are barriers to girls' education to consider the inequalities and lack of capabilities that perpetuate poverty and unequal gendered relations for non-majority ethnic groups in societies.
|Original language||English (US)|
|Number of pages||39|
|Journal||International Perspectives on Education and Society|
|State||Published - Dec 1 2009|