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In: Matching Visibility and Performance
In: International Conversations on Curriculum Studies
In: Beijing International Review of Education
In: Multidisciplinary Research Perspectives in Education
In: Research Informing the Practice of Museum Educators

This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.

In: Beijing International Review of Education

Michael Peters’ article “100 Years of Dewey in China, 1919–1921: A Reassessment” mainly focused on the political and ideological position of Dewey and concluded that Dewey did little to Chinese modern transition. To respond to Peters’ article, I pointed out that Dewey’s religious and aesthetic aspects of experience in his later works were largely ignored and how this idea of experience could have possible dialogue with the rich heritage of Chinese Confucianism tradition. I further made an example from the Chinese Confucian scholar Liang Shuming’s review article on Dewey’s book Democracy and Education, to indicate these two schools of thoughts could more contribution to thinking about the modern challenge from each society.

In: Beijing International Review of Education
In: Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education


As the most vulnerable part in the school system, rural small-scale schools’ construction and development is crucial to the realization of education equality and the promotion of social justice. Among others, construction of teaching staff (师资队伍 建设) is the key to promote the development of rural small-scale schools. The key to rebuild the confidence of rural small-scale schools and reform their educational ecology (教育生态) lies in holding a solid understanding of the obstacles facing construction of teaching staff as well as reconstructing teaching staff in rural small-scale schools according to local conditions and capabilities.

In: Chinese Research Perspectives on Educational Development, Volume 4
In: Equality in Education