YOUNG VIETNAMESE PEOPLE AND CHILDHOOD CORPORAL PUNISHMENT a NARRATIVE INQUIRY = NGƯỜI VIỆT TRẺ và TRẢI NGHIỆM đòn ROI THUỞ NHỎ một NGHIÊN cứu tự sự

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS AND CULTURE OF ENGLISH-SPEAKING COUNTRIES GRADUATION PAPER YOUNG VIETNAMESE PEOPLE AND CHILDHOOD CORPORAL PUNISHMENT: A NARRATIVE INQUIRY Supervisor: Nguyễn Thanh Hà, PhD Student: Tống Khánh Linh Course: QH2017.F1.E1 HANOI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGÔN NGỮ VÀ VĂN HÓA CÁC NƯỚC NÓI TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGƯỜI VIỆT TRẺ VÀ TRẢI NGHIỆM ĐÒN ROI THUỞ NHỎ: MỘT NGHIÊN CỨU TỰ SỰ Giáo viên hướng dẫn: Nguyễn Thanh Hà, PhD Sinh viên: Tống Khánh Linh Khóa: QH2017.F1.E1 HÀ NỘI – 2021 Signatures of Approval: Supervisor’s comments and suggestion: Acceptance page I hereby state that I: Tống Khánh Linh, class of QH2017.F1.E1), being a candidate for the degree of Bachelor of Arts (programme) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date Acknowledgements This paper would not have been completed without the enormous help and support of my supervisor, Ms Thanh Ha She has been guiding me since day one when humanistic research was still a foreign concept to me Besides, I would like to express my most sincere thanks to Ms Ha Thanh for her thoughtful comments on my earlier drafts I would also love to express my gratitude for my family and friends without whom I could have lost my motivation and patience in conducting this research I am very fortunate to have Hanh, Hai Anh, Duong, Ha Anh, and my older sister Linh Bip by my side Last but not least, I wish to send my warmest thanks to five brave participants who opened their heart with me about their experiences of being physically punished i Abstract There is now a strong consensus in both the academic literature, legal framework, and social attitude on the harms of corporal punishment in the home Such a consensus sometimes comes at the expense of nuances and candid discussion This research project, through the method of narrative inquiry, explores the life stories of five young Vietnamese adults who experienced corporal punishment in their childhood and examines how they make meanings of it as they grow up It reveals the complicated, sometimes paradoxical, meaning of corporal punishment as a practice embedded in the intimate relationship between children and adults in their life: It swings between love and abuse, fairness and irrationality, disciplined guidance and uncontained anger, trivial incidents and formative events The diversity in the participants’ stories suggests that the meanings of corporal punishment are relational rather than absolute, and dependent on a network of relations Their narratives feature either continuities or discontinuities, which helps them either maintain a connection to or distance themselves from their childhood experiences Their storytelling acts to reclaim the power they lacked in childhood and/or reflect the (re)construction of their adult selves Key words: corporal punishment, narrative inquiry ii TABLE OF CONTENTS PAGE Acknowledgements Abstract Table of contents i ii iii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of research problem and research questions 1.3 Theoretical perspective and Mode of inquiry 1.4 Significance of the study 1.5 Structure of the study 7 CHAPTER 2: BACKGROUND ISSUES 2.1 The discourses on corporal punishment 2.2 The narrative construction of the personal past and its implications for adult development 14 CHAPTER 3: APPROACHING THE INQUIRY 19 CHAPTER 4: NARRATIVES OF CHILDHOOD CORPORAL PUNISHMENT 4.1 Zim’s narrative: Survival and the struggle for freedom 4.2 Anna’s story: Self-healing and reconstructing identity 4.3 Nhi’s narrative: Acts of rebellion 4.4 Bob’s narrative: On the making of a gentleman 4.5 Kougaku’s narrative: A story of masculine love 23 31 39 42 48 CHAPTER 5: DISCUSSION 54 CHAPTER 6: CONCLUSION 59 References iii CHAPTER 1: INTRODUCTION 1.1 Background of the study More than 75% of parents in the world use corporal punishment at least regularly, although they not perceive this as the main technique of child discipline (Ember & Ember, 2005; Levinson, 1989) As a country with a long history of Confucianism in its pre-modern societies, Vietnam also witnessed corporal punishment as “the most accepted form” of child discipline (Mestechkina, Son & Shin, 2021) To illustrate, 73.9 percent of children aged to 14 were reported to have experienced aggressive “discipline” at home (including physical punishment and/or psychological aggression) (General Statistics Office of Vietnam, 2011) while a small mixed methods study conducted in 2004 in Hanoi discovered that parents still approved of the use of corporal punishment and stated that their own childhood experience of corporal punishment justified the effectiveness of corporal punishment (CSAGA, 2004).  Notably, radical changes in public perceptions of corporal punishment has been brought about thanks to the introduction of Western humanist values (i.e democracy, gender equality, and liberty) into the Vietnamese monarchic society (Nguyen, 2016); and the revolutions in modernizing Vietnam pioneered by a group of Westernized Vietnamese intellectuals and writers known as the Tự Lực Văn Đoàn (Self-Reliance Pen Club) in the 1930s Certain traditional systems of thinking and behaviors were fiercely protested against such as patriarchy and hierarchy, which brought about remarkable changes in most social relationships, especially in the home Meanwhile, the child was steered towards more autonomy and liberty Before these progressive movements, the child had a lot of filial duties, which involved respecting his parents no matter what In support of these movements, in her book Giao duc Nhi dong (1942), Dam Phuong Nu Su was on the frontier to criticize using corporal punishment as a childrearing technique and propose alternative non-violent techniques However, when the child repeatedly conducted a serious mistake with full awareness and intention, Dam Phuong Nu Su believed that child could be physically punished She called corporal punishment in this case “a bitter remedy” (Dam Phuong, 1942, p.19) that parents had to use as the last resort She also offered instructions on how parents should physically punish their child First, it was important that parents punish their child in a private space where no one could make fun of the child or come to the rescue During the punishment, parents should only give their child several whippings in a calm and rational manner; and under no circumstances should they verbally disparage their child Instead, they had to explain why corporal punishment was used and that they were heart-broken to give their child such “a bitter remedy” After the punishment, the child should be left on their own for a while until he or she came back to their senses At that point, parents could require their child to be in a private space and ask whether the child acknowledged their wrongdoing If the child showed sincere remorse, parents should express affection for him or her Apparently, corporal punishment was perceived by Dam Phuong Nu Su to be detrimental; yet, it could still be used from time to time to discipline the child as the last resort A robust body of previous literature has shown, through statistical means, that corporal punishment is ineffective and even harmful (Douglas, 2006; Ripoll-Núñez & Rohner, 2006; Lansford et al., 2014) The common findings suggest that corporal punishment can be associated with negative outcomes in terms of the child’s psychological, cognitive, and physical well-being (Burgess, 1979; Fergusson & Lynskey, 1997; Levendosky & Graham-Bermann, 2000; Durrant 2003, 2005, 2007; Gershoff 2002, 2008; Gershoff et al., 2010; Appleton & Stanley, 2011; Lansford et al., 2012; Durrant & Ensom, 2012) To elaborate, a large-scale study conducted in Canada (MacMillan et al., 1999) suggested a link between spanking in childhood and psychiatric disorders in adulthood Others found a variety of mental health issues associated with the use of corporal punishment including depression, sadness, anxiety, feelings of despair, drug and alcohol abuse, and general psychological maladjustment (Green, 1983; Giles-Sims et al., 1995; Gonzalez et al., 2008); cognitive erosion and decrease on academic performance (Larzelere 1996, 2000; Paolucci & Violato, 2004; Lazelere & Kuhn, 2005; Lansford et al., 2005) However, other papers found few or no negative effects that corporal punishment can exert on its receiver (Paolucci & Violato, 2004)t Based on these studies’ inconsistent results, as well as conclusions from other researchers reflecting both beneficial (Kobayashi-Winata & Power, 1989) and detrimental (Ferguson & Power, 1989) impacts of corporal punishment, apparently exact assumptions about the true outcomes of physical punishment are circumscribed and pending The growing body of research associating physical punishment with detrimental long-term effects has influenced public opinions of the practice in Vietnam, along with the growth in developing models of positive discipline that are built upon nonviolent and practical conflict resolution However, the continued use of corporal punishment in the name of love and guidance has caused it to be one of the most controversial parenting techniques both globally and in Vietnam This suggests more complexities than what legalistic and scientific discourses generally assume In scientific studies, researchers attempt to theorize and explain the phenomena concerning corporal punishment at a universal scale, which can be applied for any group of studied subjects However, this direction of researching about corporal punishment has inadvertently produced simplistic discourses about the issues related to corporal punishment by calling for an absolute understanding of corporal punishment and excluding the various factors that can impact the way people perceive their experiences of being physically punished These factors can be the historical, cultural, relational or the very personal characteristics of each person throughout their growing up To bridge this gap, this research uses narrative inquiry to examine the life stories of young adults who have undergone physical punishment in their childhood years, and looks into how CHAPTER CONCLUSION This research on corporal punishment has provided intimate insights into the life stories of young people experiencing corporal punishment in their childhood, and more importantly, how they reconstruct their identity in creating their narratives Current findings suggest the meanings of corporal punishment for each of the participants are relational As such, to understand these meanings, the conduct of corporal punishment should be placed in “a network of relations” (Rummel, 1975), which plays a critical role in pinpointing the uniqueness of each participant in recounting and interpreting their experiences with corporal punishment In particular, when the participants narrate their life stories, they are also reconstructing their identity as adults For some, this reconstruction witnesses a continuous development from the foundation of their child self in the past, especially if they grow up in a loving family; whereas, others see an interrupted construction of identity in which the adult self is completely detached from the child self Besides, this research is under no circumstances perfect While I strived to find and tell diverse stories, the limited number of participants means that the study captures only a small number of stories and voices I not aim to depict an exhaustive system of meanings of 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