Under the impacts of industrialisation and modernisation, rural-to-urban migration has become more and more dominant in Vietnam. Vietnamese internal migrants face many difficulties in their destination; one of those is in education. The patterns of inequalities and exclusion in broader society often shape the patterns of inequalities and exclusion in education (UNESCO, 2012); conversely, exclusion in education, which embodies the social conflict relation between state and children, can contribute to social exclusion (Dunn, 2015). This study aims to reveal and understand the mechanism and possible interventions on the issues of non-enrollment and early dropping out among 12-to-18 aged migrant children in Vietnam's general education system. This study adopts the theoretical perspectives of Atkinson (1998) on social exclusion in the field of education. Analytically, guided by the Sociology of Knowledge Approach to Discourse (SKAD) (Keller, 2005, 2013), this study focuses on the material dimension of discourse, specifically dispositifs, strategies to deal with early school leaving and promote equal access to high-quality educational resources and programs. Methodologically, qualitative research methods proposed by grounded theory are applied. Data corpus is collected and built from available data sources (policy texts, official statistics and reports) and semi-structured in-depth interviews with teachers. The findings of this study contribute to the existing literature on promoting equality of educational opportunities and raise awareness about this issue among educational administrators, policymakers and educators in Vietnam.

• Educational inequality
• Discourse analysis
• Learning and teaching in higher education
• Career choice and guidance
• Youth development

Tran, L. T. T., Cao, T. T., & Vo, V. L. H. (2023). Pedagogical Challenges in Online Teaching: A Qualitative Study on Vietnamese University Teachers of Social Sciences. Vietnam Journal of Education, 7(3), 227–239. https://doi.org/10.52296/vje.2023.300

 

Vu, N. T., & Tran, T. T. L. (2023). “Why Do Ted Talks Matter?” A Pedagogical Intervention to Develop Students’ Intercultural Communicative Competence. Journal of Intercultural Communication Research, 52(3), 314–333. https://doi.org/10.1080/17475759.2022.2162950

 

Dang, T. N. L., & Tran, T. T. L. (2020). Parental Influence on Secondary School Students’ Career Choice: A Case Study from Dong Nai Province, Vietnam. In K. Laws, L. Harbon, & C. Wescombe (Eds.), DEPISA and Professional Learning in the 21st Century (pp. 21–30). University of Sydney.

 

Tran, T. T. L., Thai, H. A. C., & Do, H. Q. (2019). Vai trò của Internet đối với sự lựa chọn nghề nghiệp của học sinh trung học phổ thông tại Tp. Hồ Chí Minh và Tp. Biên Hòa, tỉnh Đồng Nai [Internet as a Factor in Students’ Career Choice: A Case Study Involving High School Students in Ho Chi Minh City and. Tạp Chí Khoa Học Xã Hội, Nhân Văn và Giáo Dục (UED Journal of Social Sciences, Humanities and Education), 9(2), 79–89. https://doi.org/https://doi.org/10.47393/jshe.v9i2.145

 

Nguyen, L. D., Quach, U. N. T., Tran, L. T. T., & Nguyen, H. Q. (2017). Nhận diện xu hướng lựa chọn giá trị sống của thanh niên tại Thành phố Hồ Chí Minh [Trends in choosing life values of the youth living in Ho Chi Minh City]. Tre Publishing House.

 

Nguyen, Q. H., Tran, T. T. L., Phan, T. K. L., Pham, D. N., Nguyen, T. T. T., & Bui, P. K. (2017). Phúc lợi xã hội: Vai trò của các tổ chức xã hội trong việc hỗ trợ thanh niên công nhân ở thành phố Hồ Chí Minh [Social welfare: The role of social organisations in supporting young workers in Ho Chi Minh City] (D. L. Nguyen (ed.); 1st ed.). Nhà xuất bản Đại học Quốc Gia Thành phố Hồ Chí Minh.

 

Nguyen, T. H., & Tran, T. T. L. (2016). Nhận thức hội nhập kinh tế quốc tế của doanh nghiệp Việt Nam [The Awareness of International Economic Integration among Vietnamese Business Owners]. Tạp Chí Phát Triển và Hội Nhập, 30(40), 9–18.