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The thesis provides detailed insights into the internal migration experiences of parents and children and the varying impacts of internal migration on the lived experiences of primary aged school children in Vietnam. Applying the articles of the United Nation's Convention on the Rights of the Child (UNCRC), concepts from the sociology of childhood and the ecological approach, the thesis illustrates how the experiences of internal migrant children and their access to education rights are situated and contextual, and how they reflect (and are refracted through) a combination of social structural factors (economic and political - the exosystem level), family factors (parental experiences, expectations and own educational experiences - the macrosystem level) and school factors (teacher and peer relations - the microsystem level). These provide the wider context within which the individual children are located and through which they give voice to their own experiences. Using qualitative approaches with children between the ages of 8-10 years and semistructured interviews with parents and schoolteachers, the thesis illustrates the voices and needs of children and families in detailed and rich commentary. Given that there are very few studies applying these frameworks to elicit and understand the views and experiences of Vietnamese children about internal migration and their schooling, this thesis helps addresses this gap and in so doing provides knowledge that can assist in future policy and practice responses.
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