| Publication |
2014.
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| Summary/Abstract |
The exaltation of achievement as a measure of collective and individual worth and moral agency has been one of the defining features of Asian developmentalism. Yet in today's age of globalized neoliberal attainment monitoring, the question of who and what an achiever actually is within an achievement-conscious society is far from straightforward or uncomplicated. In Vietnam, the notion of doing well and creditably for self and nation can be deeply problematic for those called upon, either officially or by living and ancestral kin, to embody qualities of attainment and creditable life-course functioning in ways recognizable to those who reward and monitor aspiring achievers. Building on recent fieldwork in Vietnam, this paper explores the ways young Hanoians have engaged with a rapidly changing set of ideas about how the country's tightly regulated schooling and examination system can both unleash and constrain the potential for new and 'creative' forms of attainment on the part of the nation's most promising and productive citizen-achievers.
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