(以论坛实际举办时情况为准 Schedule subject to changes)
BST 英国时间 09:30-10:00
CST 中国时间 16:30-17:00
Forum Opening Remarks
Keynote Speech 1: Prof. Susan Robertson
主旨演讲 1: Susan Robertson教授
BST 英国时间 10:00-10:10
CST 中国时间 17:00-17:10
BST 英国时间 10:10-12:00
CST 中国时间 17:10-19:00
Education and Equality
分论坛 1: 教育公平
BST 英国时间 12:10-12:10
CST 中国时间 19:00-19:10
BST 英国时间 12:10-13:40
CST 中国时间 19:10-20:40
Early Career Researcher Presentation
BST 英国时间 13:40-14:00
CST 中国时间 20:40-21:00
BST 英国时间 14:00-16:00
CST 中国时间 21:00-23:00
Teaching, Learning and Curriculum
分论坛 2: 教学、学习与课程
BST 英国时间 09:30-10:00
CST 中国时间 16:30-17:00
Keynote Speach 2: Prof. David Turner
主旨演讲 2: David Turner
BST 英国时间 10:00-10:30
CST 中国时间 17:00-17:30
BST 英国时间 10:30-12:00
CST 中国时间 17:30-19:00
Life, Power and Education
分论坛 3: 生命、权力与教育
BST 英国时间 12:00-12:30
CST 中国时间 19:00-19:30
BST 英国时间 12:30-14:00
CST 中国时间 19:30-21:00
Education and Wellbeing
分论坛 4: 教育与福祉
BST 英国时间 14:00-14:10
CST 中国时间 21:00-21:10
BST 英国时间 14:10-16:10
CST 中国时间 21:10-23:10
Early Career Researcher Presentation
BST 英国时间 16:10-16:20
CST 中国时间 23:10-23:20
Forum Closing Remarks
Keynote 1 Speech Title: Just Educational Futures
Prof. Susan Robertson
Professor in the sociology of education at Monash University and Head of the School of Education, Culture and Society
Susan Robertson is a professor in the sociology of education at Monash University and Head of the School of Education, Culture and Society. Her research addresses educational global governance, the cultural and political economy of education, social justice, state transformation and new capitalisms. Her work draws on a range of disciplines, from geography to politics and economics. Formerly head of the University of Cambridge's Faculty of Education, Susan has worked in universities around the world, including Australia, Canada and New Zealand. As Faculty head Susan supported the CCEF Forum with her insightful guidance. Currently, she is an Editor-in-Chief of Globalisation, Societies, and Education, and on the editorial board of "Educational Researcher" and "Education Policy Analysis Archives”.
Keynote 2 Speech Title: How long does a good idea take? Presenteeism in Chinese higher education
Professor David Turner
Professor Emeritus of Education at the University of South Wales, UK
Professor David Turner is Professor Emeritus of Education at the University of South Wales, UK, and Professor at the Institute for International and Comparative Education (IICE), Beijing Normal University, Beijing, China. He has extensive experience of teaching in schools and universities in the UK, including working as admissions tutor for several postgraduate programmes. He is the author of several books, including his latest book Comparative Education: A Field in Discussion(Brill, 2022), Quality in Higher Education (Sense Publishing, 2012) and Theory and Practice of Education (Continuum Books, 2007), as well as numerous scholarly articles in peer reviewed journals. His research interests range across Comparative Education, Higher Education, Education Policy and Leadership and Management in Education.
David Turner教授是英国南威尔士大学的教育学荣誉教授，也是中国北京师范大学国际与比较教育研究所的教授。他在英国的中学及高等院校有丰富的教学经验，并曾担任多个研究生课程的招生官。他拥有诸多著作，包括他的最新著作品Comparative Education:A Field in Discussion (Brill, 2022), Quality in Higher Education (Sense Publishing, 2012) and Theory and Practice of Education (Continuum Books, 2007), 以及其他于期刊上发表的大量学术文章。他的研究兴趣横跨比较教育、高等教育、教育政策和教育的领导与管理。
Educational equality has long been an important topic of educational research and an important driver of social mobility. In China today, apart from the classic topics such as education for migrant children, education for rural children and the education system, many other topics have also emerged, such as "small town people who are good at exams"(xiaozheng zuotijia), "internal scrolling"(neijuan) and "transnational education "These topics have attracted the attention of the public. How do Chinese education scholars view these 'old' and 'new' issues? From what perspectives do they analyze and bring us new perspectives and inspiration?
This session of the Education and equality panel focuses on both K-12 education and higher education, covering topics such as rural migrant children, university students with rural backgrounds, international students and the higher education system. And we also would like to observe and explore the issue of Educational equality in China from multiple perspectives, including social mobility, social class, social capital, culture and the impact of the epidemic.
Dr Jiaxin Chen is an Assistant Professor at the Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong. She received her PhD in Sociology of Education from Faculty of Education at the University of Hong Kong in 2017, and has academic working experience on education policies and management at Lingnan University in the 2020-2021 period and East China Normal University in the 2017-2020 period. Her research focuses on rural-urban inequalities and labour migration in China, particularly interested in education-related problems, social and cultural reproduction, and rural community development. Her research on migrant children and youth development studies has appeared in top journals such as The China Quarterly, British Journal of Sociology of Education, and Journal of Youth and Adolescence.
Lili Yang is an assistant professor at the Faculty of Education, The University of Hong Kong. She has strong interests in Eastern-Western comparison in higher education. More broadly, her interests include higher education, comparative education, and educational and political philosophy. Previously, Lili was a postdoctoral researcher at the Department of Education, University of Oxford, where she also received her Ph.D. in Education. Her forthcoming book is titled ‘Higher Education, State and Society: Comparing the Chinese and Anglo-American Approaches’ (Bloomsbury, 2022).
余婧然系中国厦门大学教育学院助理教授，英国曼彻斯特大学环境、教育与发展学院（SEED）名誉研究员。 在曼彻斯特大学获得社会学博士学位，并因论文获得英国教育研究协会（BERA）2021年博士论文奖。 她的研究兴趣在于社会学、教育和人文地理学的交叉领域，重点是高等教育国际化和社会空间流动。
Jingran Yu is an Assistant Professor at the Institute of Education, Xiamen University, China, and an Honorary Research Associate at the School of Environment, Education and Development (SEED), the University of Manchester, the United Kingdom. She received a doctorate degree in Sociology from the University of Manchester, and won the British Educational Research Association (BERA) 2021 Doctoral Thesis Award for her thesis. Her research interests lie at the intersection of sociology, education, and human geography, with a focus on internationalisation of higher education and socio-spatial (im)moblities.
Ailei Xie is associate professor and the Director of the Bay Area Education Policy Institute for Social Development at Guangzhou University. His main area of research is on social and policy studies in education. He published widely on both local and international journals. His publications examined the academic and social success of rural students in China's most elite universities (Poetics, 2022; Higher Education, 2020; Peking University Education Review, 2018; Educational Research, 2016); rural parents, children and schooling (Peking University Education Review, 2017; International Studies in Sociology of Education, 2016; British Journal of Sociology of Education, 2016); and the access to China’s higher education (The Journal of Higher Education, 2018; Chinese Education & Society, 2015). The current research projects that he is leading includes study on the social and academic experience, and employment of rural students in China’s elite universities, and study on middle class parenting and anxiety. His book manuscript titled Family Strategies, Guanxi and School Success in Rural China was published by the Routledge press in 2016. He was an Assistant Professor at Shanghai Jiao Tong University from the year 2012 to 2013, a Postdoctoral Fellow at the University of Hong Kong since 2014 to 2017 and was selected as a visiting fellow to Cambridge University in 2016. Ailei Xie has been awarded grants from the National Social Science Foundation, The National Science Foundation and the Ministry of Education of China. He has also been involved in public policy study projects for such bodies as the Central Policy Unit of Hong Kong and the Asian Development Bank.
Curriculum has developed into an important medium of teaching and learning, and has been widely used in various educational activities. The sudden COVID-19 epidemic has changed the conventional ways of teaching and learning, and prompted us to rethink the future direction of teaching and curriculum development. It is necessary to understand the far-reaching impacts of the epidemic on education in order to develop a more flexible and efficient education system.
To date, many scholars and educational practitioners are constantly trying and revising their theories and practices to adapt to the contemporary situation. For example, how to utilize educational technology and quality curricula to provide better teaching and learning experience? In the post-pandemic area, how can teachers negotiate their role identities, and actively cope with new educational issues?
This sub-forum will focus on the broad impact of the COVID-19 pandemic on teaching, covering topics such as educational technology, online learning, teachers’ role identities, and teachers’ professional development. Through this forum discussion, we hope to explore how the future of education should evolve, and how academics and educators can address these challenges while ensuring the effectiveness of teaching.
密歇根大学安娜堡分校副教授，联合任职于历史学、教育学和博物馆学专业，兼任中学教师教育项目主席。他博士毕业于凯斯西储大学历史学，自 1998 年起，任职于密歇根大学安娜堡分校。此前，他担任高中历史和社会课程教师26 年。他曾多次因在研究和教学方面的卓越表现而获奖，包括被授予密歇根大学社会研究理事会年度教授和世界历史协会授予的世界历史先驱称号。他的研究重点关注历史和社会课程教学。他将学习场域视为历史事件，其需要研究人员如历史学家般收集、分析文件和文物。他的研究包括学校和博物馆中的历史教学、教师知识增长、历史学特定技术的设计和使用，以及历史和社会研究中的教师备课史。他在Teachers College Record等同行评审期刊上发表过数篇文章，目前正在与亚瑟·查普曼（Arthur Chapman）联手为《国际历史教育研究》系列编辑历史探究卷。在过去的十年里，他一直是中学师生互动式综合项目大历史项目（the Big History Project）和世界历史项目（the World History Project）的首席研究员。
Robert (Bob) Bain is an Associate Professor at the University of Michigan, Ann Arbor with joint appointments in History, Educational Studies, and Museum Studies. In addition, he is Chair of UM’s Secondary Teacher Education Program. Bob earned his Ph.D. in History from Case Western University. Before joining the UM faculty in 1998, he taught high school history and social studies for 26 years. He has been honored for excellence in research and teaching several times, including as the Michigan Council of Social Studies University Professor of the Year and as a Pioneer in World History by the World History Association. His research centers on teaching and learning history and the social sciences. He treats learning sites as historical events requiring researchers to collect and analyze documents and artifacts, just as historians do. His studies have included investigations of history teaching and learning occurring in schools and museums, the growth of teacher knowledge, the design and use of history-specific technology, and the history of teacher preparation in history and social studies. He has published in peer-reviewed journals, such as Teachers College Record. He is currently editing a volume on historical enquiry for the International Research on History Education series with Arthur Chapman. For the past ten years, he has been the principal researcher on the Big History Project and the World History Project, two interactional, comprehensive programs for secondary students and teachers.
Eileen Kennedy is a Principal Research Fellow at UCL Knowledge Lab, where she is the programme leader for the MA in Education and Technology. Eileen specialises in online and blended higher and professional education. Eileen researches the transformative potential of scaling up digital learning with the RELIEF Centre and the Centre for Global Higher Education (CGHE). At the RELIEF Centre, her research is based in Lebanon and focuses on using innovative approaches, including co-designed collaborative online courses or CoMOOCs to create opportunities for professionals to build community knowledge to tackle pressing issues such as the need for transformative education in crises and sustainability energy access for communities.
中南财经政法大学应用语言学院教授。他的研究兴趣包括教育语言学、跨文化交际和教师发展。他在Springer、Routledge和 John Benjamins 均有发表过期刊文章、书籍章节和专著的英文出版物。他曾经是宾夕法尼亚大学的富布莱特学者。他也曾是2015年哈佛中国教育研讨会教育公平主题的小组成员之一。现任中国多语与多语教育协会副会长。
Ge Wang is a Professor of Applied Linguistics School of Foreign Studies, Zhongnan University of Economics and Law. His research interests include educational linguistics, intercultural communication and teacher development. He has English publications in journal articles, book chapters and monographs by Springer, Routledge and John Benjamins. He used to be a Fulbright scholar at the University of Pennsylvania. He was one of the panelists on the Educational Equity Theme in the 2015 Harvard China Education Symposium. Currently, he is the vice-chair of the Chinese Association for Multilingualism and Multilingual Education.
Bin Xu received Ph.D degree in applied linguistics from Shanghai International Studies University in 2018. Currently Bin Xu is teaching in the School of English Studies, Xi’an International Studies University. His research interests focus on EFL teacher professional development.
教育部普通高校人文社科重点研究基地北京师范大学教师教育研究中心副教授，博士生导师。研究兴趣涉及教师教育、学校改进、教育政策研究等。在 Teachers and Teaching: Theory and Practice、Asia-Pacific Journal of Teacher Education、教育研究等 SSCI 及 CSSCI 发表文章 30 余篇。兼任 Teachers and Teaching: Theory and Practice 副编辑，香港教育大学亚太变革与领导研究中心兼职研究员。
Juyan Ye is an associate professor at the Center for Teacher Education Research, Beijing Normal University. Her research interests include teacher education, school improvement, education policy research. She has published more than 30 articles in refereed academic journals, such as Teachers and Teaching: Theory and Practice, Asia Pacific Journal of Teacher Education, Educational Research. She is also an associate editor of <teachers and teaching: theory and practice> and Research Fellow at the Asia Pacific Centre for Leadership and Change at The Education University of Hong Kong.
Ever since Jean-Jacques Rousseau wrote Emile, modern educational ideas have been inextricably linked to the evolution of political thoughts and configurations of power. From Locke to Dewey, education studies usually start with an inquiry into human subjectivity, and develop with an intervention to children. To understand how children act under different educational contexts and distinctive power relations has become a heated topic in education studies.
In the present ‘Post-Pandemic’ context, a new dimension has been added to this topic: for children, how has the Pandemic shaped the power relations in which they situate in educational contexts? What kinds of impact have these changes brought to them? These questions are not only related to our conceptualisations of biopolitics and educational governance in the ‘Post-Pandemic’ era, but are also linked to educationists’ thinking of educational form in the future.
Life Power and Education Panel will focus on analysing the power relations which children find in their educational contexts. Through depicting the ecologies in which children of different ages and from various backgrounds situate, we hope to provide a new lens for the audience to understand the present educational actualities in China. By positioning the form-of-life of children at the centre of the discussion along with considerations of power evolvement, we will try to reassess the profound impact of the Pandemic on education together with the audience.
Dr Yan Zhu is a Lecturer in Education Studies, with a focus on Sociology of Childhood, at IOE, UCL. She gained her PhD at the University of Edinburgh. Her doctoral research explored the complexity and diversity of Chinese children’s understanding and practices of peer friendships in the context of a rural primary boarding school. She completed her MA in Sociology at the University of Warwick and MSc in Childhood Studies at the University of Edinburgh. Her undergraduate degree was a BA in Sociology from Wuhan University. In her academic career, she continues to contribute to research, knowledge exchange and teaching in children and childhood studies, with expertise in children’s rights and welfare, children’s personal lives, relationships and emotional wellbeing, and the methods and ethics of working with children.
Dr. Shuyang Dong obtained his PhD in developmental psychology from Utrecht University and is now working as a postdoctoral fellow in the Faculty of Education, The University of Hong Kong. He is interested in phenomena related to early childhood development as well as social inequality. His research locates within the scope of the following topics: (1) self-control and socio-emotional development; (2) parenting-by-temperament models; (3) cross-cultural perspectives of parenting and child development; (4) social inequalities in child development and education; and (5) socio-emotional development of vulnerable or marginalized populations.
There is currently a growing trend of mental health problems that has been exacerbated by the impacts of the global COVID-19 pandemic. This pandemic has created significant difficulties in the educational field, causing unprecedented challenges and uncertain futures for students and teachers alike. Such future uncertainty is likely to cause negative emotions such as anxiety and depression, impacting classroom performance and outcomes. Scholars from different disciplines have addressed this issue from various perspectives, addressing the pandemic’s impact on student and teacher well-being and educational inclusion.
This panel will disseminate the latest research findings on the COVID-19 pandemic’s impact on mental health in education and share them with others working in the field. The panel focuses on the post-epidemic era from the perspectives of psychology, education and pedagogy to discuss how to improve anxiety, repression, cognitive awareness and resilience. The panel will also aim to help teachers persevere in the current unstable educational environment, putting forward relevant recommendations on creating and achieving school well-being through the lens of resilience.
Xinghua Liu, Ph.D. Tenured Associate Professor
Associate Dean, School of Psychological and Cognitive Sciences(SPCS)
Director, Beijing Key Laboratory of Behavior and Mental Health
Director, Department of Clinical and Health Psychology, SPCS
刘兴华，研究员，博士生导师，北京大学心理与认知科学学院副院长，临床与健康心理学系主任；行为与心理健康北京市重点实验室主任；中国心理学会临床与咨询心理学专业委员会副主任委员，正念学组组长；中国心理卫生协会认知行为治疗专业委员会副主任委员，正念学组组长；Mindfulness杂志副主编；国际心理治疗联合会学术委员会委员（Research Committee, International Federation for Psychotherapy）；波士顿大学焦虑相关障碍中心访问学者；中国心理学会注册督导师。
Dr Xinghua Liu is a researcher, doctoral supervisor, Associate Dean of the School of Psychology and Cognitive Sciences (SPCS), Director of the Department of Clinical and Health Psychology, Director of the Beijing Key Laboratory of Behavior and Mental Health, Peking University; Vice-chairman of the Professional Committee of Clinical and Counseling Psychology of the Chinese Psychological Society, Head of the Mindfulness Group; Vice-chairman of the Professional Committee of China Cognitive Behavioral Therapy of the China Association for Mental Health, Head of the Mindfulness Group; Associate Editor of Mindfulness Journal; Research Committee, International Federation for Psychotherapy; visiting scholar at the Center for Anxiety & Related Disorders, Boston University; Registered Supervisor of the Chinese Psychological Society.
陈博士在荷兰和新西兰学习和工作多年。她的研究兴趣集中在校长和教师的福祉和抗逆力，系统文献综述，心理测量。陈博士用英文发表了60多篇研究成果。在2021年，她被评为斯坦福大学名单中世界上被引用次数最多的科学家中的前2%。一些期刊文章被Web of Science & Wiley评为引用次数最多的文章。她曾被四家SSCI期刊邀请担任编辑，包括《教师与教学：理论与实践》《亚太区教育研究员》《心理学前沿》《教育心理学咨询》。
Dr. Junjun CHEN, Associate Professor, Dr. Chen has studied and worked in Holland and New Zealand for years. Her research interest focusses on principal and teacher well-being and resilience, Systematic literature review; Psychometric measurement. Dr. Chen has published more than 60 research outputs in English. She has been awarded as the top 2% of the world’s most-cited scientists in the Stanford list in 2021. A couple of journal articles are awarded as most-cited articles by Web of Science & Wiley. She has been invited as the editors by four following SSCI journals, including Teachers and Teaching: Theory and Practice, the Asia-Pacific Education Researcher, Frontiers in Psychology, and Consulting Editor for Educational Psychology.
In addition to senior scholars, the Early Career Researchers Panel also extensively calls for research abstracts from scholars at their early stage of academic career, regardless of age, research field, or affiliation. This panel aims to provide opportunities for scholars and front-line practitioners to showcase their work and promote the exchange of knowledge and sharing of experiences.
This year the panel received numbers of inspiring abstracts, from undergraduate students to master's students to scholars who have just completed their PhDs, and from researchers to in-service teachers. After going through the rigorous peer review process, the panel is delighted to invite those who have made it through the selection for presentations.