Education Diplomacy and Social Transformation Among Ethnic Minority Communities in Vietnam: The Role of Vietnam–United States Cooperation
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Abstract
The normalization of Vietnam–United States relations after 1995 created important opportunities for educational cooperation and development partnership, particularly in educational reform, academic exchange, and community support. During the post-normalization period, cooperation expanded through scholarship programs, teacher training, bilingual education initiatives, and community-based educational assistance. At the same time, ethnic minority communities in Vietnam continued to experience educational inequality associated with poverty, geographic isolation, language barriers, and limited access to quality schooling. This article analyzes the role of education diplomacy in shaping social transformation among ethnic minority communities in Vietnam between 1995 and 2025. Using qualitative policy analysis, literature review, and a development-education approach, the study examines how Vietnam–U.S. educational cooperation contributed to educational expansion, social mobility, and community transformation. The findings indicate that bilateral cooperation positively supported educational access, scholarship opportunities, bilingual education, teacher training, and human capital development in several ethnic minority regions. Educational expansion also strengthened youth mobility, women’s empowerment, and social participation. However, significant challenges remain, including regional inequality, language barriers, uneven educational quality, and sustainability limitations related to institutional capacity. The study argues that educational development simultaneously promotes empowerment while generating tensions involving migration, cultural transformation, and social inequality.
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References
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