Extending beyond the limitations of the realism vs. social constructivism debate in the current research paradigm as well as the nature vs. nurture debate in gifted education, my chapter investigates the political and cultural dimensions of giftedness’s science-making in Vietnam. It delves into the depths of ongoing debates, shedding light on the complexities inherent in the realm of Vietnamese gifted education through an exploration of manufacturing the ideal citizen within the boundaries of political objectives. These gifted individuals have dedicated themselves to the advancement of scientific socialism and the pursuit of nation-building, both prior to and after the implementation of the Đổi Mới policy in 1986. (The Đổi Mới policy (Reform) was launched by the Sixth Congress of the Communist Party of Vietnam in December 1986 to transform the Vietnamese economy to a market-oriented and globally-integrated model. This national policy aimed at enhancing the living standards of Vietnamese people by reducing government intervention in the market, ending the country’s international isolation, and improving its economic potential (Kien und Heo 2008).) The chapter closely adheres to Foucauldian discursive theory and Barad’s material discursive methodology, exploring their implications for the formation of scientific knowledge regarding giftedness. It elucidates the narrative of the transformation between the two models of individuals, the New Socialist Man and the Global Citizen, delineating their existence in a chronology of pre-Đổi Mới and post-Đổi Mới eras. Both models exhibit a profound dedication to collectivism, albeit with distinct articulations of this collective mindset across the two epochs. The essence of the collective resided within the proletarian masses, embodying their shared aspirations and struggles. However, as the tides of history unfolded, this collective underwent a transformation, evolving into the realm of an imagined community of compatriots.