Violence rooted from school and family: Voices of Vietnamese insiders

• Authors: Phan Thị Tuyết Van

Abstracts

EN

The article aims to point out a social phenomenon in Vietnam currently which is recognized as both visible and invisible violence from parents and teachers to their children or learners at different levels of general education16. The focus of this study is to interpret violence as a result of parents and teachers’ excessive demand on the study of their children or learners. A survey was employed to collect data from 265 primary and high school students about the behavior of their parents and teachers on issues related their learning to clarify the research problem. The findings analyze the phenomenon from emphasizing the forms of violence significantly resulting from teachers’ behavior when young learners make mistakes at school and parents’ concerns and behavior towards their children’s learning; simultaneously, the consequences of this type of violence are also examined from the insiders’ voices of the learners in a comprehensive picture for various types of violence. These forms of violence may not be recognized in other contexts, but in Vietnamese families and schools. The results of the article can contribute considerably to not only raise awareness in Vietnam specifically and in Asia generally about of the notions of violence on our young generation but also recognize the needs of young generations in their learning.

Keywords

EN

violence; violence at school in family; requests on learning; penalties; behavior; attitudes; young learners; trauma

• Publisher: Research Committee Language and Society
• Journal: Language, Discourse & Society
• Year: 2019
• Volume: 7
• Issue: 1
• Pages: 109-125
• Document type: Original Article

Dates

published

2019-06-30

Contributors

author

Phan Thị Tuyết Van

• Vinh Long Community College

References

• Anh Thu. (January 12, 2015). Kỳ vọng của cha mẹ về sự thành đạt của con cái [Expectations of parents on their children's achievement]. Retrieved from http://www.khoahocphothong.com.vn/news/detail/39822/ky-vongcua- cha-me-ve-su-thanh-dat-cua-con-cai.html.
• Benbenishty, R., Astor, A. R. & Zeira, A. (2003) Monitoring School Violence, Journal of School Violence, 2(2), 29- 50.
• Biesta, G. (2013). The beautiful risks of education. Colorado, USA: Paradigm Publishers.
• Carney, S. J., Shannon, M. D. & Murphy. C. (2005) An Examination of School Violence and Safety in South Florida Elementary Schools, Journal of School Violence, 4(3), 21-35.
• Chen J. K. and Astor, A. R. (2009). Students’ Reports of Violence Against Teachers in Taiwanese Schools. Journal of School Violence, 8, 2-17.
• Chisholm , F. J. (1998). Understanding Violence in the School: Moral and Psychological Factors. Journal of Social Distress and the Homeless, 7(2), 137-157.
• Chu, Hảo. (September 18, 2008). Việt Nam đang đi theo triết lý giáo dục nào? [Which educational philosophy has Vietnam been following?]. Retrieved from http://www.tuanvietnam.net/viet-nam-dang-di-theo-triet-ly-giaoduc- nao.
• Collis, P. & Webb, J. (2014). The visible and the invisible: legacies of violence in contemporary Australian Aboriginal contexts, Journal of Australian Studies, 38(4), 490-503.
• Coogan, D. (2011). Child-to-parent Violence: Challenging Perspectives on Family Violence. Child Care in Practice, 17(4), 347-358.
• Cuellar, J. M. (2016). School Safety Strategies and Their Effects on the Occurrence of School-Based Violence in U.S. High Schools: An Exploratory Study, Journal of School Violence.
• Dang, Tai. (November 24, 2018). Quảng Bình: Cô giáo bắt cả lớp tát bạn học 231 cái vào má vì nói tục. [Quang Binh: A female teacher asks the whole members in a class to slap across one student’s cheeks]. Retrieved from https://dantri.com.vn/su-kien/quang-binh-co-giao-bat-ca-lop-tat-ban-hoc-231-cai-vao-ma-vi-noi-tuc- 20181124090103793.htm.
• Education Law (June 14, 2005). Retrieved from http://www.moj.gov.vn/vbpq/en/lists/vn%20bn%20php%20lut/view_detail.aspx?itemid=5484
• Eisenbraun, K. (2007). Violence in schools: Prevalence, prediction, and prevention. Aggression and Violent Behavior, 12(4), 459–469.
• Fantuzzo, W. J., Mohr, K. W. & Noone, J. M. (2000). Making the Invisible Victims of Violence Against Women Visible Through University Community Partnerships, Journal of Aggression, Maltreatment & Trauma, 3(1), 9-23.
• Freire, P. (2005). Pedagogy of the Oppressed. (30 year anniversary publication). The Continuum International Publishing Group Inc: New York.
• Georgiou, N. S. (2009). Personal and Maternal Parameters of Peer Violence at School, Journal of School Violence, 8(2), 100-119.
• Graham-Bermann, A. S. (2000) Evaluating Interventions for Children Exposed to Family Violence, Journal of Aggression, Maltreatment & Trauma, 4(1), 191-215.
• Hartman, A. (1987) Family violence: Multiple levels of assessment and intervention, Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community, 2(4), 62-78.
• Heron, G. W., Javier, A. R., McDonald-Gomez, M., and Adlerstein, K. L. (1994). Sources of Family Violence. Journal of Social Distress and the Homeless, 3(3), 213-228.
• Hiitola, J. and Hautanen, T. (2016). Assessing violence in the family – social work, courts, and discourses. Nordic Social Work Research.
• Hill, R. J. (2005). Teaching About Family Violence: A Proposed Model Curriculum. Teaching and Learning in Medicine, 17(2), 169–178.
• Hudson, P., Windham, R. C. & Hooper,M. L. (2005) Characteristics of School Violence and the Value of Family- School Therapeutic Alliances, Journal of School Violence, 4(2), 133-146.
• Joyce, M. T. (2013). School Violence: Reimagining Schools as ‘Safe Havens’, Journal of Social Sciences, 37(3), 249-258, DOI: 10.1080/09718923.2013.11893223.
• Kocourková, J. & Koutek, J. (1998). The child as a witness of extreme violence in the family, The Journal of Forensic Psychiatry, 9(2), 435-439.
• Lesneskie, E. & Block, S. (2016): School Violence: The Role of Parental and Community Involvement, Journal of School Violence.
• Magalhães, J. M., Castro. R. Y., Ruido, A. P & Lopez, B. D. R. (2016): Elderly victims of gender violence in Portugal: Invisible and not heard?, Health Care for Women International.
• Mayer, R.G. (2002). Behavioral Strategies to Reduce School Violence, Child & Family Behavior Therapy, 24(1-2), 83-100.
• May, R. (1972). Power and innocence: A search for the sources of violence. New York: W.W. Norton.
• McDonald, Z. (2014) Interrupting school violence with deliberative encounters, South African Review of Sociology, 45(3), 20-33.
• Mncube, V. & Steinmann, C. (2014) Gang-related Violence in South African Schools, Journal of Social Sciences, 39(2), 203-211.
• Nguyen, D. Khang (2015). From “Letter to a Teacher”: seeking the implied portraits of a good teacher. A Vietnamese father’s perspective. Issues in Early Education. 1(28)/Rok XI-2015. 128 - 139.
• Nguyen, Duy Khang. (2017a). Action Research about Students’ Significant Learning in Higher Education: one of the Valuable Tools for Pedagogical Professional Development. VNU Journal of Science: Educational research, 33(2): 39-51. DOI:10.25073/2588-1159/vnuer.4077
• Nguyen Duy Khang. (2017b). Exploiting the values of negative feedback from students' reflections as an innovative approach for pedagogical professional development. International Journal of Pedagogy, Innovation and New Technologies(IJPINT), 4(1),16-26.
• Phu Hop Mai & Jun Wu Yang. (2013). The Current Situation of Vietnam Education. Social Sciences, 2 (6),168-178.
• Ricketts, L. M. (2007). K-12 Teachers' Perceptions of School Policy and Fear of School Violence, Journal of School Violence, 6(3), 45-67.
• Starr, D. (2012). China and Confucian education model. Universitas 21, 1-27.
• Tran, Quynh. (August 15, 2018). Nếu thường xuyên hỏi con câu này bố mẹ nên biết hậu quả để hạn chế càng sớm càng tốt!. [If always asking this question, parents should know the consequences to limit as soon as possible!]. Retrieved from: http://soha.vn/neu-thuong-xuyen-hoi-con-cau-nay-bo-me-nen-biet-hau-qua-dehan- che-cang-som-cang-tot-20180814004417373.htm
• Tran, Thi Phuong Hoa . (2013). From Liberally- Organized to centralized schools. Journal of Vietnamese Studies, 8(3), 27-70.
• Tran, Thi Phuong Thao. (May 2016). Vai trò của gia đình trong giữ gìn, giáo dục đạo đức truyền thống [Roles of family in reserving values of traditional education]. Retrieved from: http://huc.edu.vn/chi-tiet/3856/Vai-trocua- gia-dinh-trong-viec-giu-gin-giao-duc-dao-duc-truyen-thong.html
• Vietnamnet. (September 22, 2016). Cháu kiệt sức, chán nản và tuyệt vọng khi nghe chữ HỌC” [I get exhausted, depressed and desperate when I hear the word LEARNING]. Retrieved from https://vietnamnet.vn/vn/giaoduc/ guong-mat-tre/chau-kiet-suc-chan-nan-va-tuyet-vong-khi-nghe-chu-hoc-328918.html
• Waghid, Y. (2010). Democratic citizenship education without violence and extremism. In Y. Waghid (ed.), Education, democracy and citizenship revisited. Stellenbosch: SUN Press.