赵伟黎 教授
组织机构：课程与教学系理论部
邮箱：weilizhao18@hznu.edu.cn
地址：诚园5-311
基本信息
赵伟黎，女，浙江嵊州人，杭州师范大学经亨颐教育学院教授、博士生导师。主要研究方向为国际课程理论研究、教育文化学、教育知识的国际传播、批判话语研究，喜欢用语言哲学、跨文化视角、历史考古等维度重新审视中国当前教育课程改革和实践；研究旨在推进国际课程研究的中国本土理论化和实践化，以及中国教育课程理论和实践的国际化（传播）；思考在全球现代性认识论危机中如何重构中国教育课程文化理性，并与西方最新学术思想进行平等对话和交流, 让中国教育文化智慧和学术研究走向世界舞台。曾主持6个项目。2019年有幸获得由美国教育协会（AERA）颁发的“青年学者杰出研究成果奖”，成果包括：一本Routledge英文专著；主编两本由Springer和Routledge出版的英文编著；主编两期SSCI杂志专题研究；近二十篇SSCI杂志论文；近二十篇英文编著论文（包括受邀为Elsevier出版社每十二年更新一次的十大卷本International Encyclopedia of Education纂写文章，题为“课程与全球化：国际课程研究的文化、历史和哲学转向”）；并已与南非、澳大利亚、美国、英国、加拿大等学者组建了一个国际编辑团队，负责Routledge出版社的“后人本主义教育理论”系列从书的出版，团队已合著出版丛书第一、二本(https://postqualitativeresearch.com/)。
Weili Zhao, Ph.D. obtained from the University of Wisconsin-Madison, is Professor of Curriculum Studies at Hangzhou Normal University of China. She was the recipient of the 2019 Early Career Outstanding Research Award granted by the American Educational Research Association (AERA), and worked as Assistant Professor at the Chinese University of Hong Kong from 2015/08-2021/07.
With intellectual training in both discourse analysis and curriculum studies, she is interested in unpacking China’s current educational thinking and curriculum practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research unpacks 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 linguistic/body/cultural/study/affect turns) in the Western scholarship. Furthermore, it explores the possible challenges, new openings, as well as intervention strategies, of embodying and translating these theoretical thinking into classroom practices in Mainland China and beyond.
Zhao has published a monograph, China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind (2019, Routledge), and edited two books, Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms (2021, Springer, with Daniel Trohler) and Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders (2022, Routledge, with Thomas Popkewitz and Tero Autio). She has published articles in Discourse: Studies in the Cultural Politics of Education, Journal of Curriculum Studies, Curriculum Inquiry, Studies in Philosophy and Education, and Educational Philosophy and Theory. Zhao guest edited a special issue on learning and study (2020) for Studies in Philosophy and Education (with Derek Ford and Tyson Lewis) and a special issue on de-colonial epistemic translation in transnational curriculum studies (2022) for Discourse (with Thomas Popkewitz). She is also on an international editorial team for doing a Routledge book series on Postqualitative, New Materialist and Critical Posthumanist Research (https://postqualitativeresearch.com/), and the first two books co-authored by the editorial team are out in 2020 and 2021. Currently, she is working on her second monograph, Edusemiotics, (New) Materialism, and (Body) Governance: Flashpoints in 21st-Century Education in China and Beyond (Routledge). She can be reached by email at weilizhao18@hznu.edu.cn and a selection of her publications are available at http://orcid.org/0000-0002-0552-9347 or https://www.researchgate.net/profile/Weili-Zhao
教育背景
1992.8–1996.7 大连理工大学，英语，学士学位
2003.10–2007.6 浙江大学，应用语言学（话语研究），硕士学位（同等学历）
2008.8–2015.6 美国威斯康新大学麦迪逊分校，课程研究，博士学位 (导师：Thomas Popkewitz 教授)
工作经历
1996.8–2009.1 杭州大学/浙江大学，助教、讲师
2015.8–2021.7 香港中文大学，助理教授、博士生导师
2021.8–至今 杭州师范大学，教授、博士生导师
出访经历
2008.1–2008.4 美国Clark University 访问学者
2008.8–2015.6 美国University of Wisconsin-Madison (读博）
2016 美国AERA、AAACS参会
2016 加拿大CIES 参会
2017 美国AERA参会
2018 澳洲AARE、WCS参会
2019 澳洲AARE参会
2023.11 日本CESA参会
2024.02 中国香港教育大学学术报告
2024.04 美国AERA参会
社会任职
学会委员
美国教育研究协会 （AERA）会员 （2014–至今）
国际比较教育研究协会 （CIES）会员 （2014–至今）
美国课程促进协会 （AAACS）会员 （2014–至今）
期刊编辑委员会成员
Journal of History of Education Review, 2018-
Discourse: Studies in the Cultural Politics of Education, 2020 –
Curriculum Perspectives, 2021-
期刊专题客座主编
Studies in Philosophy and Education; Discourse: Studies in the Cultural Politics of Education;
Gender and Education
Routledge 出版社国际编辑团队成员
Routledge book series on Postqualitative, New Materialist and Critical Posthumanist Research, with Karin Murris (South Africa and Finland), Carol Taylor (UK), Candace Kuby (US), Simone Fullagar (Australia), Vivienne Bozalek (South Africa),Asilia Franklin-Phipps (US),and Karen Malone (Australia).
以下SSCI journals的审稿人
Journal of Curriculum Studies; TESOL Quarterly; Discourse: Studies in the Cultural Politics of Education; Educational Philosophy and Theory; Journal of Asia-Pacific Researcher; Studies in Philosophy and Education; Journal of Moral Education; Asia Pacific Education Review
以下出版社书稿proposal审议人
Routledge London and New York; Bloomsbury London; Palgrave; Information Age Publishing
获奖情况
美国AERA（SIG171）颁发的“青年学者杰出研究成果奖”（2019）
美国威斯康辛大学教师协会荣誉Fellow (2015)
美国威斯康辛大学Distinguished Tashia F. Morgridge Wisconsin Fellowship (2012)
教学工作
本科生课程：教育学原理/基础、未来教师研究素养培育
研究生课程：课程与教学论、指向核心素养的课堂教学、英语教师研究素养发展
之前港中大英文授课：
课程设计（本科生）、课程观点与设计（硕士生课）、课程决策（硕士生课）、课程（组织）理论（博士生课）、教育学民族志研究方法（硕博士生课）
科研项目
主持项目
[1] 提升未来教师高阶思维素养和实践能力的教学探究，浙江省研究生教改项目，2022/12-2024/12. 【‘培养“高阶思维”的教学设计探究：以一生物课图表解读为例’的案例2022年收录于中国第四届教育专业学位案例中心案例库；2023年直接认定为浙江省优秀研究生教学案例】
[2] 中国教育理性的文化回归路径研究，杭州师范大学科研启动项目，2021/8-2025/7, 4045C50221204110.
[3] Re-Examining Hong Kong and Mainland Chinese Teachers’ Identity at a Crossroads: Life History, Cultural Memory, and Classroom Teaching (Ref#4058054), 2018-05-01 to 2019-07-31, CUHK.
[4] Developing Effective Pedagogical Practices to Cultivate Students’ Critical Thinking at CUHK (Ref# 4170543), 2018-1-1 to 2019-6-30, CUHK.
[5] Inclusion as Exclusion? Re-examining HK’s Inclusive Education Discourse from a “Difference” Perspective (Ref#: 4058041), 2016-08-01 to 2018-06-30, CUHK.
[6] Student-Centered and/or Teacher-Authoritative? Interpreting Real Teacher-Student Engagements in Hong Kong Classrooms from an Ethnomethodology Perspective (Ref# 4058036), 2016-03-01 to 2017-08-31, CUHK.
参与项目
[1] Post-qualitative Research in Higher Education Collective. Funded by the National Research Foundation (NRF) of South Africa, Grant Number: 129306. PI: Karin Murris. 2021-2023.
学术活动 （近五年）
受邀学术报告
[1]February 28, 2024. Problematizing the cultural re-turn in China’s educational theorization. Invited talk for Department of Literature and Cultural Studies， Hong Kong Education University, China
[2] December 3, 2023. 西方“后人本新物质主义学派”简介和研究实践案例分享。第三届全国教育人学论坛暨华南师范大学现代教育研究与开发中心成立二十周年交流会。华南师范大学教育学院。
[3]April, 2021. Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example. Online lecture for Department of Curriculum and Instruction and East Asian Studies Center, University of Wisconsin-Madison, USA
[4]October 15, 2019. Webinar on Education beyond the Human for CIES (comparative and international educational society), post-foundational approaches to Education (SIG) and FreshEd.com https://www.youtube.com/channel/UCEFYHI-6CMmKEKgjpNlEUkQ
[5] November 3, 2018. “借助西方理论挖掘中国课程文化理性”的范式探讨。第16届上海国际课程论坛 (课程研究：百年审视与未来想象)。华东师范大学。
[6] December 2018. 从道到器：以《澄衷蒙学堂字课图说》探究清末思维的嬗变。知识图像与课程：民国教科书研究国际论坛 。浙江大学。
[7] July 2018. “Observation” as civic education pedagogy in China: A historical perspective and a dialogue with Michel Foucault; Teachers College, Columbia University, USA
[8] June 2018. Embodied critical thinking in classrooms: Revisiting the Confucian “do-after- me” pedagogy from an ethnomethodology perspective, 陕西师范大学
[9] June 2018. Historicizing China’s Making and Governing of Educational-Moral “Talent”: A Dialogue with Michel Foucault’s Biopower, 南京师范大学
[10] April 2018. Reinvigorating a language perspective in cross-cultural curriculum studies. Department of Curriculum and Instruction, University of Wisconsin-Madison, USA
[11] November 2017. Critical thinking cultivation in teaching and research; National Teacher Training Workshop, 南京师范大学
[12] November 2017. Accessing China’s educational sensibilities through a Western detour; Faculty of Education, 南京师范大学
[13] June 2017. Cultivating critical thinking through flipped classroom; The First Learning Science Forum, 浙江大学
[14] May 2017. Globalization as epistemicide: China's suyang curriculum as an example; Faculty of Education, 广州大学
国际、国内学术会议
[1]2024. Problematizing the Onto-Epistemic Re-turn in China’s Educational Theorizations as a Decolonial Involution. AERA Annual Meeting, April 11-14, 2024, Philadelphia, Pennsylvania, USA.
[2]2023. Mapping Educational Research Paradigms in China and the West: An Epistemological Comparison towards Cognitive Justice. The 13th Biennial Conference of the Comparative Education Society of Asia (CESA 2023), November 24-26, 2023, Hiroshima, Japan.
[3]2023. Dancing with the Chinese “Wind” as a Post-Foundational Inquiry. The 67th Annual Conference of the Comparative and International Education Society (CIES), February 14 – 22, 2023, Washington D.C, USA, Virtual.
[4] 2023. Laughing off Modernity into a Daoist Movement in China’s Classrooms: A De-Colonial and New-Materialist Mapping. American Educational Research Association Annual Meeting (AERA) 2023 Annual Meeting, April 4 – 5, Chicago, USA, Virtual.
[5] 2022. Problematizing the Onto-Epistemic Re-turn in China’s Educational Theorization as a De-colonial Impasse/Involution. Australian Association for Research in Education (AARE) 2022 Conference, November 27 – December 1, Australia, Virtual.
[6] 2022. Laughing off Modernity into an Affective Movement in Classrooms: A Post-Qualitative and New Materialist Mapping. Australian Association for Research in Education (AARE) 2022 Conference, November 27 – December 1, Australia, Virtual.
[7] 2022. Problematizing the Onto-Epistemic Re-turn in China’s Educational Theorization as a De-colonial Impasse/Involution. Asian Qualitative Inquiry Association (AQIA) 2022 Conference, October 28-29, 2022, Korea, Virtual.
[8] 2022. Reimagining a “winding” classroom ecology with-in communal laughter. The 7th IAACS Conference, June 20-22, Portugal, Virtual. https://iaacs2022conference.pt/ (proposal submitted)
[9] 2022. Decolonizing China’s Suyang School Curriculum As/Beyond an Entanglement of Cultural Relativism and Modernity-Coloniality. The 7th IAACS Conference, June 20-22, Portugal, Virtual. https://iaacs2022conference.pt/ (proposal submitted)
[10] 2022. Historicizing translation as (de)colonial practices: China’s 1867 debate on learning western sciences as an example. The 66th Annual Conference of the Comparative and International Education Society (CIES), April 18-22, 2022, Virtual. Minneapolis, USA. https://cies2022.org/
[11] 2022. Dancing with the Chinese “wind” as a post-foundational imaginary, 5th Edition of the European Congress of Qualitative Inquiry, February2-4, 2022, Virtual.https://www.europeannetworkqi.org/european-congress-qualitative-inquiry-2022/
[12] 2021. 二十一世纪中国教育理性的文化回归路径探究, 全国教育基本理论学术委员会第十八届学术年会,12月10-12号，杭州师范大学。
[13] 2019. Problematizing “Epistemicide” in Transnational Curriculum Knowledge Production: China’s Suyang Curriculum Reform as an Example, Australian Association for Research in Education (AARE) Annual Conference, December 1-5, Brisbane, Australia.
[14] 2019. Calibrating Study and Learning as Hermeneutic Principles: Greco-Christian Representation, Rabbinic Interpretation, and Chinese Yijing Exegesis, Australian Association for Research in Education (AARE) Annual Conference, December 1-5, Brisbane, Australia.
[15] 2019. The (Trans)Forming of Curriculum Knowledge in China (1880-1920): From Traditional Academy to Modern Schools, Australian Association for Research in Education (AARE) Annual Conference, December 1-5, Brisbane, Australia
[16] 2019. Toward an Auto-Generative Classroom Ecology: Implications from Chinese Qi Cosmology and Observation Pedagogy, Philosophy of Society of Australasia (PESA) Annual Conference, December 7-11, Hong Kong University
[17] 2019.重建study教育理性对德育本体论以及高校书院德育建设的启示。中国德育学术会2019年会， 2019年4月19-21日，南京师范大学。
[18] 2018. Globalizing Discourses as Epistemicide: China’s 21st-Century Suyang Curriculum Reform as an Example, 6th World Curriculum Studies Conference, December 9-12, Melbourne, Australia.
[19] 2018. ‘Observation’ as China’s Civic Education Pedagogy and Governance: An Historical Cultural Perspective and a Dialogue with Michel Foucault. 6th World Curriculum Studies Conference, December 9-12, Melbourne, Australia
[20] 2018. Re-invoking Confucian Educational Language and Space in current China. Association of Critical Heritage Studies (ACHS) 4th Biannual Conference. Hangzhou, China.
[21] 2018. Unpacking Confucius’ wind-pedagogy in Yijing through Heidegger’s language perspective. American Educational Research Association Annual Meeting (AERA). New York.
[22] 2017. Globalizing discourse as epistemicide: China’s suyang curriculum reform as an example. CrossStrait Curriculum Conference. Taipei, Taiwan, China.
[23] 2017. Re-invoking Daoist ecological sensibility in China's moral education textbook. American Educational Research Association Annual Meeting (AERA). San Antonio, TX.
[24] 2017. Articulating the taking-place of study whatever through Heidegger's thinking on language and Chinese Dao. American Educational Research Association Annual Meeting (AERA). San Antonio, TX.
[25] 2017. Translating eastern ontologies into the classroom: Challenges and openings for equity pedagogy. Session organizer. American Educational Research Association Annual Meeting (AERA). San Antonio, TX.
[26] 2016. Re-Invoking a language perspective in educational studies: Unpacking Confucius' wind- pedagogy in Yijing as an exemplar. Australian Association for Research in Education Annual Meeting (AARE). Melbourne, Australia.
[27] 2016. Confucius’ “wind” pedagogy in Yijing. XVI World Congress of Comparative Educational Societies 2016 Conference, Beijing, China.
[28] 2016. Suyang=competence?: 全球化語境下中國課程改革的語言思維困境. Cross-Strait Curriculum Conference, Yunnan Normal University, China
[29] 2016. Constellating difference and identity beyond a binary reasoning: Re-envisioning the teacher-student ordering. American Association of Advancement in Curriculum Studies Annual Meeting (AAACS), Washington DC.
[30] 2016. Re-experiencing Chinese “body thinking” through Western detour: Foucault’s govern-mentality and Confucius’ body-experience /身體. American Educational Research Association Annual Meeting (AERA), Washington DC.
[31] 2016. Toward Equity: on Thinking Educational In-difference with Deleuze, Agamben, and Chinese dao. American Educational Research Association Annual Meeting (AERA), Washington C.
[32] 2016. Re-invigorating the being of language in international education: Unpacking Confucius’ “wind” pedagogy in Yijing as an example. Comparative and International Education Society Annual Meeting (CIES), Vancouver, Canada.
学术成果
专著
[1] Zhao, W. (2019). China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind. New York and London: Routledge.
[2] Zhao, W. (under contract/2023-2024) Edusemiotics, (New) Materialism, and (Body) Governance: Flashpoints in 21st-Century Education in China and Beyond. To be included in Bernadette Baker, Antti Saari, Amit Prasad’s book series, Flashpoints: Education in the Age of Interconnection. Routledge.
编著
[1] Zhao, W. & Trohler, D. (Eds.) (2021). Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms: Cultural Views on Globalization and Localization. Springer. https://link.springer.com/book/10.1007/978-981-16-3009-5
[2] Zhao, W., Popkewitz, T., & Tero, A. (Eds.) (2022). Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders: Applying a Historical Lens to Contest Unilateral Logics. To be included in William Pinar’s series, Studies in Curriculum Theory, New York: Routledge. https://doi.org/10.4324/9780429323027
合著
[1] Karin Murris, Weili Zhao, Carol A. Taylor, Candace Kuby, Vivienne Bozalek, Simone Fullagar, Fikile Nxumalo. (2022). A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines. Routledge. [Second book co-written by the editorial team for our Routledge Series, Postqualitative, New Materialist and Critical Posthumanist Research.]
[2] Zhao, W. (2021). Eastern Ethico-Onto-Epistemologies as a Diffracting Return: Implications for Post-Qualitative Pedagogy and Research. In Murris, K. (Ed.), Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. New York and London: Routledge. [First book co-written by the editorial team for our Routledge Series, Postqualitative, New Materialist and Critical Posthumanist Research]
期刊论文
[1] Rehumanising China’s School Curriculum as a Decolonial Entanglement (under review)
[2] Problematizing the Onto-Epistemic Re-turn in “Chinese Education” Theorizations as a Decolonial Involution (under review)
[3] Laughing off Modernity into a Daoist Movement in China’s College Classroom: A De-Colonial and Posthuman New Materialist Mapping (under review)
[4] (Re)Searching Critical Thinking in a Hong Kong Classroom: A Post-Foundational Reflection on Ignorant Modernity (under review)
[5] Zhao, W. (2024). Epistemological Flashpoints in China’s “Person-Making” Education with Reinvoked Cultural Discourses: Lideshuren as an Example. Journal of Philosophy of Education. [SSCI]
[6] 赵伟黎、郑云丹（2023）何为“素养”— 语言本体视角下的中国教育学话语重构。湖南师范大学教育科学学报。22(4), 1-8. [CSSCI]
[7]Min, L. and Zhao, W. (2023). Untangling the Making and Governing of Hong Kong Teachers through Neoliberal, Confucian, and Affective Technologies: With and Beyond Foucault. Asia-Pacific Journal of Teacher Education. DOI:10.1080/1359866X.2023.2174074 [SSCI]
[8] 郑云丹、赵伟黎 (2023). 教育知识再生产的国际经验与中国探索。湖南师范大学教育科学学报。22(1), 12-19. [CSSCI]
[9] Zhao, W. & Popkewitz, T. S. (2022). Critiquing the Onto-Epistemic Coloniality of Modernity in/beyond Education. Discourse: Studies in the Cultural Politics of Education, 43(3), 335-346. DOI:10.1080/01596306.2022.2041327 [SSCI]
[10] Zhao, W. (2022). Translation as (De)Colonial Practice: China’s 1867 Debate on Learning Western Sciences as an Example. Discourse: Studies in the Cultural Politics of Education, 43(3),367-385. DOI: 10.1080/01596306.2021.2010012 [SSCI]
[11] Zhao, W. (2021). The Political and Epistemic Entanglements of (Missionary and Confucian) Thought, Education, and State Building in Imperial and Modern China. International Journal for the Historiography of Education, 184-188. [not SSCI]
[12] Zhao, W., Ford, D. R., & Lewis, T. E. (2020). A Global Dialogue on Learning and Study. Studies in Philosophy and Education, 39 (3), 239-244. DOI: 10.1007/s11217-020-09710-0 [SSCI]
[13] Zhao, W. (2020). Calibrating Study and Learning as Hermeneutic Principles: Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing. Studies in Philosophy and Education, 39(3), 321-336. DOI: 10.1007/s11217-020-09710-3 [SSCI]
[14] Zhao, W. (2020). Problematizing “Epistemicide” in Transnational Curriculum Knowledge Production: China’s Suyang Curriculum Reform as an Example. Curriculum Inquiry, 50(2), 105-125. DOI: 10.1080/03626784.2020.1736521 [SSCI]
[15] Zhao, W. (2020). China’s Making and Governing of Educational Subjects as ‘Talent’: A Dialogue with Michel Foucault. Educational Philosophy and Theory, 52(3), 300-311. DOI: 10.1080/00131857.2019.1646640 [SSCI]
[16] Zhao, W. (2020). Epistemological Flashpoint in China’s Classroom Reform: (How) Can A Confucian ‘Do-after-me’ Pedagogy Cultivate Critical Thinking? Journal of Curriculum Studies, 52 (1), pp.101-117. DOI: 10.1080/00220272.2019.1641844 [SSCI]
[17] 郑云丹、赵伟黎 (2020). 从“学习”到“问学” :中国教育理性的文化回归之契机。湖南师范大学教育科学学报，19(1),119-125. [CSSCI] [人大复印资料全文转载]
[18] Zhao, W. (2019). Numbers, Nationalism, and the Governing of Education in China. International Journal for the Historiography of Education, 2, pp. 260-263. [not SSCI]
[19] 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, 38(3), 261-273. DOI: 10.1007/s11217-019-09660-5 [SSCI]
[20] Zhao, W. (2019). Historicizing Tianrenheyi as Correlative Cosmology for Rethinking Education in Modern China and Beyond. Educational Philosophy and Theory, 51(11), 1106-1116. DOI: 10.1080/00131857.2018.1517646 [SSCI]
[21] Zhao, W. (2019). “Observation” as China’s civic education pedagogy: A historical perspective and a dialogue with Michel Foucault. Discourse: Studies in the Cultural Politics of Education, 40(6), 789-802. DOI: 10.1080/01596306.2017.1404444 [SSCI]
[22] Zhao, W. (2019). 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, 40(4), 474-486. DOI: 10.1080/01596306.2017.1354286 [SSCI]
[23] 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. [SSCI]
[24] 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. DOI 10.1007/s11217-017-9577-0 [SSCI]
[25] Ford, D. R. & Zhao, W. (2018). Toward an educational sphereology: Air, wind, and materialist pedagogy. Educational Philosophy and Theory, 50(5), 528-537. DOI: 10.1080/00131857.2017.1389269 [SSCI]
[26] 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. [not SSCI]
[27] 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. [SSCI]
[28] 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. DOI: 10.1080/00131857.2017.1323623 [SSCI]
[29] 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. DOI: 10.1080/00131857.2013.775057 [SSCI]
[30] 孙彩平 & 赵伟黎 (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），34(1), 24-30. [CSSCI]
[31] 齐学红 & 赵伟黎 (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. 教育研究和实验, 4, 16-21. [CSSCI]
[32] 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. [not-SSCI]
[33] 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. [not SSCI]
[1] Zhao, W. (2023). Dancing with the Chinese “Wind” along a Post-Foundational Gesture. In Alecia Y. Jackson & Lisa A. Mazzei (Eds.), Postfoundational Approaches to Qualitative Inquiry, 214-225. New York and London: Routledge.
[2] Zhao, W. (2023). Re-Turning to the “Cultural” Foundations of China’s Curriculum Reform: ICT and Confucian “Wind” Pedagogy. In Paraskeva, J. (Ed.), Itinerant Curriculum Theory: A Declaration of Epistemological Liberation. New York: Palgrave.
[3] Zhao, W. (2023). China’s Making and Governing of Educational Subjects as ‘Talent’: A Dialogue with Michel Foucault. In Mitja Sardoč (Ed.), Talents and Distributive Justice. Routledge.
[4] Zhao, W. (2023). Dancing with the Chinese “Wind” along a Post-Foundational Gesture. In Alecia Y. Jackson & Lisa A. Mazzei (Eds.), Postfoundational Approaches to Inquiry. Routledge.
[5] Zhao, W. (2022). Re-turning to the Cultural, Historical, and Philosophical Foundations of International Curriculum. In Robert Tierney, Fazal Rizvi, and Kadriye Ercikan Ninni (Eds.), International Encyclopedia of Education, 4th edition, pp. 65-73,https://www.elsevier.com/books/international-encyclopedia-of-education/tierney/978-0-12-818629-9. Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.03042-6.
[6] Zhao, W., Popkewitz, T., & Tero, A. (2022). Historicizing Curriculum Knowledge Translation and Onto-Epistemic Coloniality. In Zhao, W., Popkewitz, T., & Tero, A. (Eds.), Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders: Applying a Historical Lens to Contest Unilateral Logics, pp.3-18. New York: Routledge.
[7] Zhao, W. & Zheng, Y. (2022). Modernity, Colonialism, and Translation: Historizing China’s “Science” Making through Western Epistemes-Discourses. In Zhao, W., Popkewitz, T., & Tero, A. (Eds.), Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders: Applying a Historical Lens to Contest Unilateral Logics, pp. 67-84. New York: Routledge.
[8] Zhao, W. (2022/2023). Re-Turning to the “Cultural” Foundations of China’s Curriculum Reform: ICT and Confucian “Wind” Pedagogy. In Paraskeva, J. (Ed.), Itinerant Curriculum Theory: A Declaration of Epist=mological Liberation. New York: Palgrave.
[9] Zhao, W. & Trohler, D. (2021). Euro-Asia Encounters on 21st-Century Competency-Based Curriculum Reforms: A Historical and Cultural (Re)Turn. In Zhao, W. & Trohler, D. (Eds.), Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms: Cultural Views on Globalization and Localization, pp. 3-17. Springer.
[10] Zhao, W. (2021). Nationalism and Globalism as Epistemic Entanglements: China’s Suyang Curriculum Reform as a Case Study. In Zhao, W. & Trohler, D. (Eds.), Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms: Cultural Views on Globalization and Localization, pp. 163-173. Springer.
[11] Zhao, W. (2021). Toward A De-Colonial Language Gesture in Transnational Curriculum Studies. In Green, B., Roberts, P. & Brennan, M. (Eds.), Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry, pp87-101. Palgrave McMillan. [AARE and IAACS conference proceedings]
[12] 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.
[13] Zhao, W. (2019). Wind. In D. Ford (Ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements, pp. 490-501. Brill. https://doi.org/10.1163/9789004405516_032
[14] Zhao, W. & Schmidt, M. (2019). Cultivating “Response-ability” through Contemplative Practices: Philosophical Underpinnings and Pedagogical Applications in a HK School. In Jing, L. et al. (eds.), Contemplative Pedagogies in K-12, University, and Community Settings: Transformation from within, pp. 233-253. Information Age Publishing.
[15] 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.
[16] 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》，中国台灣五南圖書出版公司，77-102頁。
[17] 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. New York:
[18] 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. London and New York: Routledge.
[19] 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. Rotterdam: Sense Publishers.Routledge.
