Prof. ZHAO Weili

BA (Dalian U of Science and Technology), MA Equivalent (Zhejiang U), PhD (U of Wisconsin-Madison), USA

Assistant Professor
Prof. ZHAO Weili

Prof. ZHAO Weili

Assistant Professor

HTB Rm. 310
3943 6959
weilizhao18@cuhk.edu.hk

Introduction
Formerly served as Lecturer at Zhejiang University, China, Visiting Scholar at Clark University, USA, and Honorary Fellow of the University of Wisconsin-Madison Teaching Academy, USA. Zhao is the recipient of the Tashia F. Morgridge Wisconsin Distinguished Graduate Fellowship (2011), and the Early Career Outstanding Research Award (2019) granted by American Educational Research Association (AERA), Confucianism, Taoism, Buddhism, and Education (SIG).
Research Areas
1. Cultural, Historical, and Philosophical (Post)Foundations of International Curriculum and Educational Studies: 
It is to unpack the historical-cultural-philosophical insights of Chinese curriculum and educational thinking to hopefully dialogue with, for mutual informing and clarifications, the latest intellectual turns (say, the post-foundational/new materialist/post-humanistic turns) in the Western scholarship.

2. Classroom Teaching and Learning: 
It is to explore the possible challenges, new openings, as well as intervention strategies, of embodying and translating the above theoretical thinking into classroom practices in Hong Kong and Mainland China to enhance teaching and learning efficacy at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West.

Selected Publications
Guest Co-Editor for Journal Special Issue:
  1. Zhao, W., Ford, D. R., & Lewis, T. E. (2020). Re-Invoking Global Dialogues on Learning, Un-Learning, and Study (Theme). Studies in Philosophy and Theory
  2. Zhao, W., Popkewitz, T., & Autio. T (2021). “Epistemic” Politics of Knowledge “Translation” in International Educational Studies (Theme). Discourse: Studies in the Cultural Politics of Education

Books & Co-edited Books
  1. Zhao, W. (2019). China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind. New York and London: Routledge.
      This is an erudite, elegant and sophisticated analysis of more-than-China and more-than-the-West. Contesting education, curriculum, knowledge, history, and being, Zhao artfully navigates the fissures and Daoist-inspired un-learnings that arise at a crossroads that can never be cleanly pulled apart. Rather than stylizing East/West, she embraces the difficulties and complexities in historico-philosophical frames, foregrounding a notion of feng (the wind) as a signature within education’s inscriptions in China and not as reducible to ‘learning’. Zhao also offers interesting new twists on post-foundational thought here, presenting a series of aporetic realizations that demonstrate how a researcher is pushed into new domains. Reflexive, modest, and brilliant, this book is a must-read for any scholar who ever dared to cross a perceived border and felt something was at stake in the conditions of possibility for the making of lines in the first place.

      --Prof. Bernadette M. Baker, Department of Curriculum and Instruction, University of Wisconsin, USA
  2. Zhao, W. (contract signed, 2022-2023). Edusemiotics, (New) Materialism, and (Body) Governance: Flashpoints in 21st-Century Education in China and Beyond. In Bernadette Baker, Antti Saari, Amit Prasad’s book series, Flashpoints: Education in the Age of Interconnection. Routledge Australia.
  3. Zhao, W., Popkewitz, T., & Autio, T. (Eds.) (contract signed, 2021). Historicizing Curriculum Knowledge Translation on a Global Landscape. New York and London: Routledge. In William Pinar’s book series, Studies in Curriculum Theory.
  4. Zhao, W. & Trohler, D. (Eds.) (Under contract review) Globalization and Localization: A        Euro Asia Dialogue on 21st-Century Competency-Based Curriculum Reforms.

Book Series Co-Editor:
  1. Postqualitative, New Materialist and Critical Posthumanist Research (contract with Routledge)
  2. Karin Murris, Weili Zhao, Carol A. Taylor, David Cole, Candace Kuby, Simone Fullagar, Vivienne Bozalek (2020-2021) Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. Routledge.
  3. Karin Murris, Weili Zhao, Carol A. Taylor, Candace Kuby, Vivienne Bozalek, Simone Fullagar, Fikile Nxumalo (2021). Glossary: Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines. Routledge.

Journal Articles
  1. Sun, C. & Zhao, W. (under review). An Onto-Pedagogical Revisioning of Education: Implications from Heidegger’s Being-With and Daoist Story-Telling.
  2. Zhao, W., Ford, D. R., & Lewis, T. E. (2020). A Global Dialogues on Learning and Study. Studies in Philosophy and Theory.
  3. Zhao, W. (2020). Calibrating Study and Learning as Hermeneutic Principles through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing. Studies in Philosophy and Theory. DOI: 10.1007/s11217-020-09710-3   
  4. Zhao, W. (2020). Problematizing “Epistemicide” in Transnational Curriculum Knowledge Production: China’s Suyang Curriculum Reform as an Example. Curriculum Inquiry. DOI:10.1080/03626784.2020.1736521
  5. Zhao, W. (2019). China’s Making and Governing of Educational Subjects as ‘Talent’: A Dialogue with Michel Foucault. Educational Philosophy and Theory. DOI:10.1080/00131857.2019.1646640
  6. Zhao, W. (2019). Epistemological Flashpoint in China’s Classroom Reform: (How) Can A Confucian ‘Do-after-me’ Pedagogy Cultivate Critical Thinking? Journal of Curriculum Studies. DOI: 10.1080/00220272.2019.1641844
  7. Zhao, W. (2019). Numbers, Nationalism, and the Governing of Education in China. International Journal for the Historiography of Education, 2, pp. 260-263.
  8. Zhao, W. (2019). Daoist onto-un-learning as a radical form of study: Re-Imagining learning and study from an Eastern perspective. Studies in Philosophy and    Education. DOI: 10.1007/s11217-019-09660-5
  9. Zhao, W. (2019). Review of Tyson Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities. London and New York: Routledge. 2018. Studies in Philosophy and Education, 38(1), 85-92. DOI: 10.1007/s11217-018-9635-2.
  10. Zhao, W. (2018). Historicizing Tianrenheyi as Correlative Cosmology for Rethinking Education in Modern China and Beyond.Educational Philosophy and Theory. DOI: 10.1080/00131857.2018.1517646
  11. Zhao, W. & Ford, D. (2018). Re-imagining affect with study: Implications from a Daoist wind-story and yin-yang movement. Studies in Philosophy and Education, 37(2), 109-121.
  12. Ford, D. R. & Zhao, W. (2018). Toward an educational sphereology: Air, wind, and materialist pedagogy. Educational Philosophy and Theory, 50(5), 528-537.
  13. Zhao, W. (2018). Cultural lessons learned: When a US-trained Chinese professor meets home-grown Chinese pre/in-service teachers in a Hong Kong teacher education classroom. Issues in Teacher Education, 28-40.
  14. Zhao, W. (2017). "Observation" as China's civic education pedagogy: A historical perspective and a dialogue with Michel Foucault. Discourse: Studies in the Cultural Politics of Education. DOI: 10.1080/01596306.2017.1404444
  15. Zhao, W. (2017). Re-invigorating the being of language in international education: Unpacking Confucius' 'wind-pedagogy' in Yijing as an exemplar. Discourse: Studies in the Cultural Politics of Education. DOI: 10.1080/01596306.2017.1354286
  16. Zhao, W. & Sun, C. (2017). 'Keep off the lawn; grass has a life too!': Re-invoking a Daoist ecological sensibility for moral education in China's primary schools. Educational Philosophy and Theory, 49(12), 1195-1206.
  17. Zhao, W. (2017). Review of Derek R. Ford, Communist Study: Education for the Commons. Lexington Books. 2016. Studies in Philosophy and Education, 36(2), 217-223.
  18. Sun, C. & Zhao, W. (2016). 在"过好自己的生活"之后——深化小学德育课程与教材改革的路. 华东师大学报（教科版）(Journal of East China Normal University: Education Sciences). 34(1), 24-30.
  19. Qi, X. & Zhao, W. (2015). 师德教育话语再审视: 知识和修养关照下的教师主体身份建构. (Rethinking shide education discourses: Constructing teacher subjectivity under the systems of knowledge vs. care of self). 教育研究和实验, 4, 16-21.
  20. Zhao, W. (2014). Teaching with liangxin (virtuous heart) held in hands or not: Untangling self- and state-governmentalization of contemporary Chinese teachers. Journal of European Education, 45(4), 75-91.
  21. Sloane, A. & Zhao, W. (2014). Agamben's potentiality and Chinese dao: On experiencing gesture and movement of pedagogical thought. Educational Philosophy and Theory. 46(4), 348-363.
  22. Zhao, W. (2013). Reinstating bodily kneeling-bowing Rites (跪拜禮) sets education in pain and shame in modern China: Voluntary servitude as a new form of governing. Revue Internationale de Sociologie de L'education, 31(1), 65-80.

Book Chapters
  1. Zhao, W. (2020-2021). Eastern Onto-Epistemo-Ethics as a Diffracting Dialogue with Critical       Posthumanism and New Materialism: Pedagogical Implications. In Murris, K., Zhao, W., et al. (Eds)., Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. Routledge.
  2. Zhao, W. (2021). Chinese Body-Thinking as a New Paradigm for China’s 21st-Century Suyang Curriculum Reform. In Zhao, W. & Trohler, D. (Eds.), Globalization and Localization: A Euro-Asia Dialogue on 21st-Century Competency Based Curriculum Reforms. Springer.
  3. Zhao, W. (2021). Curriculum Epistemicide with Translingual Practices: “Suyang/Competency” as Super-Sign of Coloniality. InZhao, W., Popkewitz, T., & Tero, A. (Eds.), Epistemic Translation of Curriculum Knowledge on a Global Landscape: A Historical and International Dialogue. New York and London: Routledge. In William Pinar’s series, Studies in Curriculum Theory, Routledge.
  4. Zhao, W. (2020). Re-Turning to the “Cultural” Foundations of China’s Curriculum Reform: ICT and Confucian “Wind” Pedagogy. In Paraskeva, J. (Ed.), Curriculum Theory: A Comprehensive Reader. Myers Educational Press.
  5. Zhao, W. (2020). Chinese Suyang ≠ Western Competencies: Forgotten Language-Episteme Dilemma in Transnational Curriculum Knowledge Production. In Green, B., Roberts, P. &   Brennan, M. (Eds.), Curriculum Challenges and Opportunities in a Changing World: Essays in Transnational Curriculum Inquiry. Palgrave McMillan.
  6. Zhao, W. & Sun, C. (2019). ‘Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools. In Hung, R. (ed.), Cultivation of Self in East Asian Philosophy of Education, Routledge.      
  7. Zhao, W. (2019). Wind. In D. Ford (Ed.), Keywords in Radical Philosophy and Education. Brill-Sense.
  8. Zhao, W. & Schmidt, M. (2019). Cultivating "Response-ability" through Contemplative Practices: Philosophical Underpinnings and Pedagogical Applications in a HK School. In Contemplative Pedagogies for Effective and Profound Transformation in Teaching, Learning and Being. Edited by Jing Lin, Buffy Kirby, Sachi Edwards, and Tom Culham.
  9. Zhao, W. (2017). Untangling the reasoning of China's National Teacher Training Curriculum: Confucian thesis, modern epistemology, and difference. In Thomas Popkewitz, Jennifer Diaz, and Christopher Kirchgasler (Eds.), A Political sociology of Educational Knowledge: Studies of Exclusions and Difference, pp. 195-209. New York: Routledge.
  10. 趙偉黎 & 孫彩平 (2017)。全球化下中國大陸"核心素養"改革的思維和實踐挑戰:以2016年人教版小學德育教材為例。白亦方主編,《2016課程與教學改革的回顧與展望》，台灣五南圖書出版公司，77-102頁。
  11. Zhao, W. (2015).   Voluntary Servitude as a New Form of Governing: Reinstating Kneeling-bowing Rites as Educational Pain and Shame in Modern Chinese Education. In Thomas Popkewitz (Ed.), The "reason" of schooling: Historicizing curriculum studies, pedagogy and teacher Education, pp.82-96. Routledge, New York.
  12. Zhao, W. (2015).   Historicizing Chinese self-reflection as confessional technology of self: Mao's "wind-regulation" movement and Confucian self-cultivation. In Andreas Fejes and Katherine Nicoll (Eds.),Foucault and a Politics of Confession in education, pp. 175-188. Routledge, London and New York.
  13. Popkewitz, T. P., Khurshid, A., & Zhao, W. (2014).  Comparative studies and the reasons of reason: Historicizing differences and "seeing" reforms in multiple modernities. In Leoncio Vega (ed.), Empires, post-coloniality and interculturality: New challenges for comparative education,  pp. 21-43. Sense Publishers.