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Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Imagining educational futures? SDG4 enactment for ethnic minorities in Laos
Compare, Vol.55(4), pp.529-547
2025
Abstract
Sustainable Development Goal 4 (SDG4) began with the ambition of reducing inequalities in education. This paper unpacks the enactment of SDG4 in Laos in relation to ethnic minority students by three groups of policy actors: policymakers, donor agencies, and teachers in an ethnic minority boarding school. Informed by Nancy Fraser’s three dimensions of social justice (distribution, recognition, and representation), the findings show that SDG4 targets as well as subsequent national policy documents were restricted to the distributive dimension. Even distributive justice for ethnic minorities was limited to basic education and technical and vocational training, with decreased access to university scholarships – a potential pathway out of poverty. Combined with meritocratic approaches and the absence of policy support to alleviate cultural and political disenfranchisement, SDG4 enactment in the Lao context appears to contribute to further difficulties for ethnic minority students’ upward mobility and their capacity to imagine enhanced educational futures.
Details
- Title
- Imagining educational futures? SDG4 enactment for ethnic minorities in Laos
- Authors
- Daeul Jeong (Corresponding Author) - Queensland University of TechnologyIan Hardy - The University of Queensland
- Publication details
- Compare, Vol.55(4), pp.529-547
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/03057925.2023.2292522
- ISSN
- 1469-3623; 0305-7925
- Copyright note
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- Indigenous and Transcultural Research Centre
- Language
- English
- Record Identifier
- 991122452502621
- Output Type
- Journal article
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- Education & Educational Research
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