ARDC Research Link Australia

ORCID Profile
Orcid icon. 0000-0002-4054-8738

Current Organisations
University of California, San Diego , University of North Carolina at Greensboro , EdUHK , UCLA Graduate School of Education and Information Studies

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Publications

Publication

Critical Literacy in Hong Kong and Mainland China

Publisher: Routledge

Date: 22-07-2021

DOI: 10.4324/9781003023425-30

Publication

From ‘Illmatic’ to ‘Kung Flu’: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era

Publisher: Springer Science and Business Media LLC

Date: 22-08-2020

DOI: 10.1007/S42438-020-00183-8

Publication

Disrupting Method

Publisher: Routledge

Date: 26-09-2020

DOI: 10.4324/9780429398612-4

Publication

Social Justice

Publisher: Wiley

Date: 18-01-2018

DOI: 10.1002/9781118784235.EELT0137

Abstract: This entry concerns issues of social justice within TESOL internationally, and approaches to building social justice within the TESOL field. Given the broad nature of TESOL and social justice education, there are many different areas that can be discussed both in theory and practice. This entry focuses more on the context of schooling, teachers, students, and classrooms, and issues of pedagogy beyond just the United States. More specifically, it discusses approaches of critical pedagogy, feminist theory, poststructuralism, sociocultural learning, action research, critical literacy, New Literacy Studies, recognition, collaboration, and solidarity.

Publication

Asian Americans and Education

Publisher: Oxford University Press

Date: 27-02-2017

DOI: 10.1093/ACREFORE/9780190264093.013.102

Abstract: The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very erse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many erse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to ersify and increase.

Publication

Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency

Publisher: Elsevier BV

Date: 09-2013

DOI: 10.1016/J.LINGED.2013.03.005

Publication

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

Publisher: SAGE Publications

Date: 25-04-2018

DOI: 10.1177/1478210318767735

Abstract: From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of “21st century skills and technology.” Both regions also face perpetual threats of being under- or de-funded, based on “data-driven” decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article’s authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors’ research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West.” The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

Publication