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Reforming Lao teacher education to include females and ethnic minorities: exploring possibilities and constraints
Umeå University, Faculty of Social Sciences, Department of Education.
National University of Laos, Faculty of Education .
National University of Laos, Faculty of Education.
Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).ORCID iD: 0000-0002-4331-6174
2017 (English)In: Asia Pacific Journal of Education, ISSN 1742-6855, Vol. 37, no 1, 103-115 p.Article in journal (Refereed) Published
Abstract [en]

This article explores possibilities and constraints for the inclusion of femaleand ethnic minority students in Lao education in order to provide educationfor all. Females and ethnic minorities have traditionally been disadvantagedin Lao education and reforms for the inclusion of these groups are therefore welcome. The article provides rich information about how teachers and students in four teacher training institutions in Lao PDR experience inclusionary reform. The results show that inclusion strategies benefit both female and ethnic minority students, but in different ways. Female students from the majority ethnic group generally benefitted from the allowance for individual learning, since this provided space for them to act outside of gendered expectations. Ethnic minority students, however, benefitted more from the opportunity to work in smaller group settings, since they could receive support from other students, especially in language, which often proved to be a constraint for students with a different first language from the language of instruction. Although there are positive developments regarding the inclusion of females and ethnic minorities, there is still need to further develop and strengthen these efforts in order to support the continued inclusion of disadvantaged groups in Lao society.

Place, publisher, year, edition, pages
2017. Vol. 37, no 1, 103-115 p.
Keyword [en]
Educational reform, teacher education, inclusion, gender, ethnic minorities, student centred education, Lao PDR
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-118925DOI: 10.1080/02188791.2016.1169993ISI: 000395404200008OAI: oai:DiVA.org:umu-118925DiVA: diva2:917456
Available from: 2016-04-06 Created: 2016-04-06 Last updated: 2017-04-12Bibliographically approved

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Berge, Britt-MarieSilfver, Ann-Louise
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf