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Paradoxical Otherness and Controlled Integration: The Securitization of Chinese Education in Vietnam

  • The Journal of Multicultural Society
  • 2026, 19(1), pp.315~361
  • DOI : 10.14431/jms.2026.2.19.1.315
  • Publisher : Research Institute of Asian Women
  • Research Area : Social Science > Social Science in general
  • Received : December 8, 2025
  • Accepted : February 23, 2026
  • Published : February 28, 2026

Eun-Ju Chung 1

1인천대학교

Accredited

ABSTRACT

This study examines the historical trajectory of Chinese education in Vietnam, focusing on how it has been shaped by a persistent framework of securitization from the colonial period to the post–Đổi Mới era. Although the Hoa shared cultural affinities with the majority Vietnamese population, they were politically framed as a “potential threat” due to historical experiences and geopolitical tensions. This perception became institutionalized through the Minh Hương–New Chinese distinction, nationalization of private Chinese schools, and the incorporation of state narratives into curricula. After Đổi Mới, Chinese-language education re-emerged only in limited, state-regulated forms, while tensions in the South China Sea and China’s rise continually reactivated security concerns. This study demonstrates that, unlike other Southeast Asian societies that have pursued multicultural policies and forms of multicultural accommodation in normalizing Chinese-language education, Vietnam has maintained a path-dependent approach that situates Chinese education within a framework of controlled integration.

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This paper was written with support from the National Research Foundation of Korea.
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