In 1997, the World Bank Group1 published in English one of its many country studies, entitled Vietnam: Education Financing. Its goal was to measure 'what changes in educational policies will ensure that students who pass through the system today will acquire the knowledge, skills and
attitudes needed for Vietnam to complete the transition successfully from a planned to a market economy'(World Bank 1997: xiii). Skills, knowledge, and attitude designate the successfully 'educated' Vietnamese national subjects for the bank. The educational 'system' performs, therefore, a
disciplinary function by using the technologies of the nation state to cultivate productive humans—measured by technical expertise and computer and business skills—for transnational companies who do business in the region.
Theoria is an engaged, multidisciplinary and peer-reviewed journal of social and political theory. Its purpose is to address, through scholarly debate, the many challenges posed to intellectual life by the major social, political and economic forces that shape the contemporary world. Thus it is principally concerned with questions such as how modern systems of power, processes of globalization and capitalist economic organization bear on matters such as justice, democracy and truth.