Member Publications

Bai, H. (2003). The Stop: The practice of Reanimating the universe within and without. Educational Insights, 8. Available http://www.csci.ubc.ca/publication/insights/v08n01/contexualexplorations)

Eppert, C., & Wang, H. (2008). Cross-cultural studies in curriculum: Eastern thought, educational insights.  Mahwah, NJ: Lawrence Erlbaum.

Hoyt, M. (2014). Engaging Bodhisattva compassion in pedagogical aporias. Paideusis. 21(2), 14-23.

Li, X. (2002). The Tao of life stories: Chinese language, culture, and poetry in education. New York: Peter Lang.

Li, X. (2005). A Tao of narrative: Dynamic splicing of teacher stories. Curriculum Inquiry, 34(3), 339-366.

Li, X. (2006). Becoming Taoist I and Thou: Identity-making of opposites. Journal of Curriculum and Pedagogy, 3(2), 193-216.

Li, X. (2007). My Lived Stories of poetic thinking and Taoist knowing. In Claudia Eppert & Hongyu Wang (Eds.), Cross- cultural studies in education: Eastern thought and educational insights. Mahwah, NJ: Lawrence Erlbaum.

Li, X. (2009a). A Daoist perspective on internationalizing curriculum. Curriculum Inquiry, 39(1), 179-192. 

Li, X. (2009b). Intersubjectivity becoming and curriculum creativity as international text: A resonance. In Malewski, Erik, L. (Ed.), Curriculum studies handbook: The next moment (pp. 387-392). New York: Routledge.

Li, X. (in press). Daoism and peace education. In Lin, J. & Miller, J. P. (Eds.). Spirituality, religion, and peace education: Integrating our body, mind and soul for inner peace and world peace. New York: Routledge.

Lin, J., & Wang, Y. (2010). Confucius’s teaching of virtues and peace education. In Lin, J., Miller, J., and Brantmeier, E. J. (eds). Religion, Spirituality and Peace Education (pp. 3-17). Charlotte, NC: Information Age Publishing.

Ma, W. (2014) (Ed.). East meets West in teacher preparation: Crossing Chinese and American boards. New York: Teachers College Press.

Ma, W. &  Wang, C. (2014) (Eds.). Learner’s privilege and responsibility: A critical examination of the experiences and  perspectives of learners from Chinese backgrounds in the United States. Charlotte, NC: Information Age Publishing.

Negel, G. K. (1994). The Tao of teaching: The ageless wisdom of Taoism and the art of raising children. New York: Penguin.

Negel, G. K. (1998). The Tao of parenting: The ageless wisdom of Taoism and the art of raising children. New York: Penguin.

Roberts, P. (2010). Bridging East and West: Freire and the Tao Te Ching.  In Paulo Freire in the 21st century: Education, dialogue and transformation (pp. 141-159). Boulder, CO, and London, UK: Paradigm Publishers.

Sun, X. and Lin, J. (2012). Daoism and Chinese landscape painting: Implication for environmental education, in Lin, J. & Oxford, R. (Eds.). , Transformative Eco-Education for Human and Planetary Survival. Charlotte, NC: Information Age Publishing.

Wang, H. (1999). Toward a curriculum for creative transformation of selfhood: An East/West inquiry. Journal of  Curriculum Theorizing, 15(2), 143-155.

Wang, H. (2004). The call from the stranger on a journey home: Curriculum in a third space. New York: Peter Lang.

Wang, H. (2005). Chinese aesthetics, fractals, and curriculum. In Jayne Fleener, William E. Doll, Jr., John St. Julien & Donna Trueit  (Eds.), Chaos, complexity, culture, and curriculum (pp. 299-314). New York: Peter Lang.

Wang, H. (2007). Interconnections within and without: The double duty of creative educational leadership. In Peter Hershock, John Hawkins & Mark Mason (Eds.), Changing education in a world of complex interdependence: Education 2020. Hawaii: East-West Center.

Wang, H. (2008). The strength of the feminine, lyrics of Chinese women’s subjectivity, and the power of education. In Claudia Eppert & Hongyu Wang (Eds.), Cross-cultural studies in education: Eastern thought and educational insights. Mahwah, NJ: Lawrence Erlbaum.

Wang, H. (2010). Intimate revolt and third possibilities: Cocreating a creative curriculum. In Malewski, Erik, L. (Ed.), Curriculum studies handbook: The next moment (pp. 374-386). New York: Routledge.

Wang, Y., Zhang, A., Xu, R., & Lin, J. (2013). Chinese language, philosophy, and language of peace. In Rebecca Oxford (ed.), Cultural Aspects of Peace and Peace Education. Charlotte, NC: Information Age Publishing.

Yu, T. (2008). The revival of Confucianism in Chinese schools: A historical-political review. Asia Pacific Journal of  Education, 28 (2), 113-129.

Zhao, G. (in press). Transcendence and Freedom in Levinas’ Subjectivity and Zhuangzi’s Non-Being Self. Philosophy East & West.

Zhao, G. (2012). The Self and Human Freedom in Foucault and Zhuangzi. Journal of Chinese Philosophy. 39(1), 139-156.

Zhao, G. (2012). Zhuang Zi, in education in China: An encyclopedic handbook of educational history, models, and initiatives. Berkshire Publishing Group.

Zhao, G. (2010). Chinese cultural dynamics and childhood: Towards a new individuality for education. Frontiers of Education in China. 5(4), 579-595.

Zhao, G. (2009). Two notions of transcendence: Confucian man and modern subject. Journal of Chinese Philosophy. 36(3), 391-407.

Zhao, G. (2007). The making of the modern subject: A cross-cultural analysis. Educational Theory, 57(1), 75-88.