About
49
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Introduction
My research focuses on the roles of community organizing and the impact of changing social, political, and economic conditions on the education of children from migrant and immigrant families. I use ethnography, along with archival research and policy analysis, to develop critical understandings of the impact of broader social structures on the experiences of migrant and immigrant children and the role of community organization for education equity.
Skills and Expertise
Current institution
Editor roles
Education
September 2007 - August 2013
September 2004 - July 2007
September 2000 - July 2004
Publications
Publications (49)
This article examines the rise of human capital theory and the investment discourse in education with a focus on Chinese rural education. We carry out Critical Discourse Analysis on 38 research articles published in highly cited English-language social science journals between 1978 and 2022. We demonstrate that Chinese rural education boomed as a t...
Purpose
This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time–space distance of student subjectivity in a technology-dominated world.
Design/Approach/Methods
Based on Foucault's panopticism, this study examines a smart clas...
Purpose
This article examines the curriculum and pedagogy of place for migrant children in China and advocates the recognition of migrant families’ and communities’ knowledge as necessary, relevant, and impactful curriculum.
Design/Approach/Methods
This article is based on a longitudinal qualitative study conducted in various migrant settlements i...
The primary focus of this article is to investigate the impact of community-based efforts to provide education and child development programs and service in China’s migrant communities, specifically as it pertains to the prospects of addressing sociocultural and socioeconomic inequalities in education and child development in urban China. Building...
Situating within the context of migrant communities’ social and political struggles in urban Chinese cities, this chapter aims to demonstrate the mobilization in migrant communities as community members and activists work to provide educational opportunities for migrant children. Although excluded from the urban public realm for decades, migrant co...
The notion and practice of critical thinking (CT) has moved from its speculative formation by John Dewey to a standard element in teacher education curricula and standards. In the process, CT has narrowed its focus to the analysis and articulation of logical thought, and lost transformative value. In this paper, we examine the conception and implem...
This chapter discusses what kinds of schooling is worthwhile for China’s migrant children, examines the development of educational policies concerning migrant children and documents the collective experiences of securing access to schooling for migrant children in Chinese cities. It critically analyses policies directly related to the education of...
This study uses mixed methods to explore Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” Policy. Data were collected from 364 questionnaires and six subsequent in-depth interviews. Findings reveal that despite having brought about some benefits, the “Double Reduction” Policy has increased Chine...
The primary focus of this paper is twofold: to demarcate the epistemic erasure of societal knowledge and narratives of Asian Americans as braided with other forms of anti‐Asian racism by tracing its historical roots in orientalism, colonialism, and imperialism; and to redress such erasure by foregrounding transnational perspectives and Asian Americ...
This article engages in theoretical reflection on how to transcend the imposition of Eurocentric theories onto Southern and Eastern examples. Specifically, I reflect on the examination of educational issues faced by marginalized migrant communities within Chinese contexts and explore the application of an “Asia as Method” conceptual framework to re...
In order to clarify the status quo of international research on Chinese rural education research and explore possible strategies for moving forward, we conducted systematic content analysis on 173 research articles published in 41 high-impact English-language international academic journals between 1978 and 2022. Though articles related to Chinese...
This article explores critical ways that migrant groups engage in diverse forms of resistance. In this comparative case study, we draw on our longitudinal ethnographic research on migrant groups, particularly those that are characterized as undocumented, with a focus on the ways in which they engage in activism and resistance in China and the Unite...
This editorial essay is for the special issue “Intersectionality and education work during COVID‐19 transitions.” We reconceptualize intersectionality in the contexts of COVID‐19 to theorize change to education work, introduce the six special issue papers, and provide directions for future research.
Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question...
In this article, we examine our efforts as a multiracial collective of mothers, activists, and education scholars to work together to (re)new ourselves – to use our collective energy to harmonize our relationships between home and work and to imagine new possibilities for the future of the academy through this regenerated state. Marginalized women...
In response to the diverse challenges that we faced as Motherscholars of different racial and ethnic backgrounds, as well as the varied positionalities we occupy as faculty members on the tenure spectrum, we began to meet as a collective to seek meaning from our lives in these perilous times and to offer each other holistic support for the many rol...
In this article, we discuss the current state of research on Chinese teacher education as it directly pertains to issues of ethnic diversity. Drawing on an extensive review of the research literature published over the past 20 years, we highlight some of the limitations present within the contemporary research literature on teacher education in Chi...
The C3 Framework is organized in an “inquiry arc”(think flow of instruction) that is launched by questions, advances to the application of the concepts and tools of the core social studies disciplines (civics, economics, geography, and history). It is ultimately grounded in both the communication of conclusions reached through the inquiry as well a...
Grassroots migrant organizations, especially schools serving migrant children, function as centers of collective action which address the needs of the community and counter the deficit notions of migrant students and their families, by illuminating the powerful ways that migrant teachers and students utilize various forms of community cultural weal...
The article argues for intersectionality as analytical concept for transnational education policy analyses of teachers’ work. We first lay out the conceptual and methodological groundwork, and then revisit two case studies of teachers’ work to deepen understanding of the conceptual framework for intersectional transnational education policy analysi...
The establishment of the community schools for migrant children and the development of curriculum for migrant children in China’s migrant communities speak to the critical questions concerning whose knowledge counts and what is worthwhile for children from underserved communities. The spaces provided by the migrant children schools encouraged the f...
This article explores the discursive functioning of education policies, bringing into consideration community perspectives regarding policy enactment in contemporary China. With the intention of building upon ongoing discussions surrounding both the conceptions and purposes of policy sociology, we critically analyse policies directly related to the...
This study seeks to document both the collective experiences and individual struggles of people who have mobilized around schools for migrant children in urban China. It addresses the following questions: (1) In what ways do migrant children schools provide space for parents and teachers to connect and mobilize for collective action? (2) How might...
This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern con...
William C. Smith’s edited book, The Global Testing Culture, examines important and timely issues surrounding both the politics and consequences of large scale testing systems. Central to this work is the assertion that this feature of contemporary education impacts nearly all aspects of education throughout the world.
In this article, we share our perspectives on the education for cultural and linguistic diversity in the United States in an era of intolerance, violence, hatred, fear, and injustice. We begin with a snapshot of the increasingly multicultural, multiethnic, multilingual, and multiracial world landscape and an overview of the landscape of education f...
This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging....
The People’s Republic of China (PRC) is a multi-ethnic country with the world’s largest population, a total of 1.34 billion. Among China’s officially recognized 56 ethnic groups, approximately 91.51% of the total population are Han, the majority group. Less than 10% of the population is composed of 55 ethnic minority groups who live in the largely...
This book examines the dynamics surrounding the education of children in the unofficial schools of China’s urban migrant communities. This ethnographic study focuses on both the complex structural factors impacting the education of children attending unofficial migrant children schools and the personal experiences of individuals working within thes...
This chapter describes how the work of migrant teachers has been devalued and diminished, and what forms of downgrading have been forced on them. It further argues that the discussion of “teacher quality” should also take into account their everyday practices and contributions in the migrant community; this is shown by providing a portrait of an or...
Teaching Comparative Education: Trends and Issues Informing Practice examines the ideological and conceptual landscape of comparative and international education (CIE), as well as the intellectual and social aims surrounding CIE teaching.
This chapter examines how the state has attempted to transform rural migrants and their children into new types of subjects and how the attempts influence the status of China’s migrant children schools. By documenting these communities’ efforts towards redefining the education they provide for their children, the author argues that Western understa...
The SAGE Guide to Curriculum in Education is the 2016 Society of Professors of Education Book Award winner.
This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing comple...
Borrowing the critical lenses of social structure analysis to rearticulate the language of struggle, this article focuses on a new social group, migrant teachers in urban Chinese cities. Nevertheless, the formation of this new social body with all of their struggles can no longer be described or politicized as mere class or gender struggles as they...
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013.
Drawing from rich data, International Struggles for Critical Democratic Education profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature,...
Research focusing on distance education, which represents an important aspect within the broader field of mobile learning, has grown tremendously in recent years. While considerable focus has centered on the role of technological innovations and the proliferation of internet-based educational programs, there exists a significant gap in this body of...
建国后,文学教育曲折沉浮。20世纪90年代初的人文精神大讨论很快引发了文学教育的"复苏振起"(刘国正)。2000年普通高中语文教学大纲、2001年义务教育语文课程标准与2003年的普通高中语文课程标准都对文学教育的目标、内容、方法等予以新的规定。新大纲与课标的变化,使文学教育持续升温。
http://www.cnki.com.cn/Article/CJFDTotal-YWXX2007Z1029.htm
本文旨在重新审视高等学校的大学语文教育改革,通过对"人文精神"、"人文教育"种种界定的梳理,综合对大学语文现行教材设计思路、课堂教学方式方法的种种研究,倡导理想中的大学语文教育与学校人文精神传统相结合,与中学语文新课改理念相承接,并由此探讨语文教育"人文性"的衔接与发展.
http://en.cnki.com.cn/Article_en/CJFDTOTAL-HBKS200701024.htm
"框架式结构"作为组织情节的一种手法,在欧洲近代小说的诞生过程中发挥了至关重要的作用.有学者认为它的形式来源很可能是流传到欧洲的古印度、古波斯故事集.本文一方面阐述框套法这一可能的源头,一方面努力说明在<十日谈>、<坎特伯雷故事集>等欧洲著名"框架式结构"故事集中,还存在着的另一个源头即欧洲结构传统对它的影响.另外本文还试图进一步分析"框架式结构"在文学史中有两个阶段的流变,一是在欧洲近代长篇小说产生过程中,"框架式结构"所起到的促进作用;二:是当其产生之后,"框架式结构"通过两个方向上的演变(同"漫游式结构"相联系;自身演变为情节的一部分)而得到的新的发展.
http://en.cnki.com.cn/Article_en/CJFDTOTAL-NDSZ200701012.htm
