Associate Professor Michael Mu

Enterprise Fellow UniSA Education Futures

Mawson Lakes Campus (G3-17)

email Michael.Mu@unisa.edu.au

Research Degree Supervisor

About me

UniSA Education Futures

Focused on developing education professionals, UniSA Education Futures contributes to innovation in education practice through quality teaching, learning and research excellence.

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About me

Guanglun Michael Mu is Associate Professor and Enterprise Fellow of Education Futures at the University of South Australia. He is also the Portfolio Lead Research of UniSA's Centre for Research in Educational and Social Inclusion. As a sociologist of education, Michael is interested in building resilience for and with: (1) children and young people in migration contexts (e.g., floating children and left-behind children in China, children with an immigrant background and international students in Australia), and (2) educational professionals (e.g., school teachers). His work has attracted a total research income of over 1.2 million dollars and has been published into over 90 books and articles. Most of his publications are framed through a Bourdieusian lens. In addition to scholarly publications, Michael has translated his resilience research into a picture book series Journey to Resilience. Michael has deep methodological expertise in quantitative analyses that align with relational sociology. These include but are not limited to multiple correspondence analysis, social network analysis, factor analysis, cluster analysis, and structural equation modelling. Michael also has rich experience in conducting mixed methods research in educational contexts.

Before Michael joined UniSA, he was a DECRA fellow funded by the Australian Research Council; an Associate Professor, a Principal Research Fellow, and a Vice-Chancellor’s Research Fellow at Queensland University of Technology; an Eyes High Postdoctoral Scholar at the University of Calgary; a Lecturer and international program coordinator at Beijing Normal University; and a schoolteacher in China.

Michael takes a number of external leadership roles. He is the chief editor of the Routledge book series Bourdieu and Education of Asia Pacific. He chairs the Bourdieu in Educational Research SIG of the American Educational Research Association (AERA). He also leads and convenes two international academic communities for research students and junior academics - one on Bourdieu in Educational Research and the other on Quantitative Methodology in Education Research. Both communities operate through monthly online meetings. Michael is an Associate Editor of Frontier in Psychology and International Journal of Disability, Development, and Education; an editorial board member of Journal of Beijing Normal University (in Chinese); and a member of the Rapid Review Panel of Educational Philosophy and Theory. Beyond academia, Michael is a classical pianist.

About me

In the media

Date	Title
27/09/2019	Asian Community News Issue 725, https://acnews.com.au/products/page/23/
29/03/2019	Chinese education and Bourdieu, https://chineseedmobilities.com/2019/03/29/revisiting-my-journey-to-a-critical-sociology-of-chinese-education-through-bourdieus-bequest/
02/10/2015	What does it mean to be Chinese?, https://channelviewpublications.wordpress.com/tag/guanglun-michael-mu/
31/07/2015	From Eyes High to Down Under, https://ucalgary.ca/research/postdoc-news/eyes-high-down-under
26/02/2013	Cultures counts in making Chinese math-smart, http://phys.org/news/2013-02-culture-chinese-maths-smart.html

Research

Research focus

Specialist Studies in Education
Curriculum and Pedagogy
Cognitive Sciences
Education Systems
Linguistics

Highlights

Michael is a sociologist of education. He is interested in building resilience in (im)migration contexts, promoting teacher professional development in inclusive education contexts, and negotiating Chineseness in diasporic contexts. He has published strongly in those areas and most of his publications are framed through a Bourdieusian lens. Michael is a solo author, lead author, or lead editor of seven books. His most recent books Sociologising Child and Youth Resilience with Bourdieu (Routledge, 2022) and Journey to Resilience: Kaya’s First Day of School (a children’s picture book) were the outcomes from his multi-year large-scale project 'Resilience, Culture, and Class: A Sociological Study of Australian Children' funded ... Read more

Research

Outputs

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus

Open access indicates that an output is open access.

Books

Year	Output
2024	Stahl, G, Mu, GM, Ayling, P & Weininger, EB 2024, The Bloomsbury handbook of Bourdieu and educational research, Bloomsbury Academic, UK. 1
2024	Stahl, G, Mu, GM, Soong, H & Kun, D 2024, Mapping transnational habitus: epistemology, theory and boundaries, Palgrave Macmillan, UK.
2023	Mu, GM & Dooley, K 2023, Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change, Routledge, UK. 1 6
2023	Mu, GM & Dooley, K 2023, Recontextualising and recontesting Bourdieu in Chinese education: habitus, mobility and language, Routledge, US. 4
2022	Mu, GM 2022, Sociologising child and youth resilience with Bourdieu: an Australian perspective, Routledge, UK. 10
2019	Mu, GM & Pang, B 2019, Interpreting the Chinese diaspora: identity, socialisation, and resilience according to Pierre Bourdieu, Routledge, London. 28 2
2018	Mu, GM 2018, Building resilience of floating children and left-behind children in China: power, politics, participation, and education, Routledge, UK. 28
2018	Mu, GM, Dooley, K & Luke, A 2018, Bourdieu and Chinese education: inequality, competition, and change, Routledge, New York. 4
2016	Mu, GM & Hu, Y 2016, Living with vulnerabilities and opportunities in a migration context: floating children and left-behind children in China, Sense Publishers, Netherlands.
2015	Mu, GM 2015, Learning Chinese as a heritage language: an Australian perspective, Multilingual Matters, UK.

Chapters

Year	Output
2024	Stahl, G, Mu, GM, Ayling, P & Weininger, EB 2024, 'Introduction: Applying Bourdieu in educational research', in G Stahl et al. (eds), The Bloomsbury Handbook of Educational Research, Bloomsbury Academic, UK, pp. 1-18.
2023	Dooley, K & Mu, GM 2023, 'Re-appropriating Bourdieu for post-national research on Sino-foreign higher education', in GM Mu & K Dooley (eds), Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change, Routledge, UK, ch. 10, pp. 161-179. 1
2023	Liu, L, Mu, GM, O'Gorman, L & Dillon-Wallace, J 2023, 'Parental engagement in children's transition to school: A Bourdieusian analysis of a Chinese sample in Beijing', in GM Mu & K Dooley (eds), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, Routledge, US, ch. 3, pp. 44-63.
2023	Mu, GM & Dooley, K 2023, 'Bourdieu and Chinese higher education beyond the nation: structures, strategies, and practices of advantage', in K Dooley & GM Mu (eds), Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change, Routledge, UK, ch. 1, pp. 1-18. Open access
2023	Mu, GM & Dooley, K 2023, 'Preface', in GM Mu & K Dooley (eds), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, Routledge, US, pp. ix-xiii.
2023	Mu, GM & Dooley, K 2023, 'Researching Chinese education from within and afar: enacting Bourdieu's 'practical reflexivity'', in GM Mu & K Dooley (eds), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, Routledge, US, ch. 10, pp. 185-201. 1
2023	Mu, GM 2023, 'Bourdieu and Chinese education: recontextualising and recontesting sociological traditions', in GM Mu & K Dooley (eds), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, Routledge, US, ch. 1, pp. 3-21.
2023	Mu, GM, Yin, MY & Liu, D 2023, 'A comparative analysis of Teach for China and the Special Post Teacher Plan: Cross-field capital, orchestrated habitus, and transverse movements', in GM Mu & K Dooley (eds), Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, Routledge, US, ch. 6, pp. 102-119.
2023	Pan, P, Mu, GM & Dooley, K 2023, 'Partnering for transnational higher education: a multiple correspondence analysis of university habitus and institutional action for 'China-Foreign Cooperation in Running Schools'', in GM Mu & K Dooley (eds), Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change, Routledge, UK, ch. 2, pp. 20-40. 2
2023	Xing, C, Mu, GM & Henderson, D 2023, 'Power imbalance and power shift between Chinese international research students and their supervisors: adaptation and resilience', in GM Mu & K Dooley (eds), Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change, Routledge, UK, ch. 7, pp. 104-123. 2
2022	Mu, GM 2022, 'Teacher resilience in the Chinese context of 'learning in regular classroom': a response to 'Lazy inclusivism'', in Wendi Beamish & Mantak Yuen (eds), The Inclusion for Students with Special Educational Needs across the Asia Pacific, Springer, Singapore, ch. 4, pp. 59-78. Open access
2022	Stahl, G & Mu, MG 2022, 'Pierre Bourdieu: revisiting reproduction, cultural capital, and symbolic violence in education', in Brett A Geier (ed.), The Palgrave Handbook of Educational Thinkers, Palgrave Macmillan, Switzerland, pp. 1-16. Open access
2019	Guo, S, Guo, Y, Luke, A, Dooley, K & Mu, GM 2019, 'Market economy, social change and educational inequality: notes for a critical sociology of Chinese education', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese education: Inequality, competition, and change, 1, Routledge, US, ch. 2, pp. 20-44.
2019	Jia, N & Mu, GM 2019, 'Capital conversion and school change: a Bourdieusian analysis', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese education: Inequality, competition, and change, 1, Routledge, US, ch. 9, pp. 175-191.
2019	Mu, GM 2019, 'Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: a sociological perspective', in MJ Schuelka, CJ Johnstone, G Thomas & AJ Artiles (eds), The Sage Handbook of Inclusion and Diversity in Education, Sage, UK, ch. 25, pp. 1-11. Open access
2019	Yin, YM, Dooley, K & Mu, GM 2019, 'Educational practice in a field of mediation: elite university graduates' participation experience of an alternative program of schoolteacher recruitment for rural China', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese education: Inequality, competition, and change, Routledge, US, ch. 5, pp. 81-96.
2019	Zhu, N & Mu, GM 2019, 'Behavioural support in mainland China', in F Bryer & W Beamish (eds), Behavioural support for students with special educational needs: trends across the Asia-Pacific region, Springer Singapore, Singapore, ch. 9, pp. 141-149.
2018	Dooley, K, Mu, GM & Luke, A 2018, 'Introduction: China, education, and Bourdieu', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese Education: Inequality, Competition, and Change, Routledge, US, ch. 1, pp. 1-19.
2018	Mu, GM 2018, 'Resistance as a sociological process of resilience: stories of under-resourced migrant families', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese Education: Inequality, Competition, and Change, Routledge, US, ch. 7, pp. 120-143.
2018	Mu, GM, Liu, LL, Fu, W, Hao, D, Jia, N, Qin, Y, Sziegat, H, Wang, X & Wu, X 2018, 'Using English at an international doctoral workshop: a three-level field analysis', in GM Mu, K Dooley & A Luke (eds), Bourdieu and Chinese Education: Inequality, Competition, and Change, Routledge, US, ch. 10, pp. 192-213.
2018	Mu, GM, Luke, A & Dooley, K 2018, 'Re: appropriating Bourdieu for a sociology of Chinese education', in GM Mu, K Dooley & Allan Luke (eds), Bourdieu and Chinese Education: Inequality, Competition, and Change, Routledge, US, ch. 12, pp. 239-263.
2016	Mu, GM 2016, 'Negotiating Chineseness and capitalising on resources through learning Chinese heritage language: habitus and capital in fields', in M Robertson & PKE Tsang (eds), Education in the Asia-Pacific Region, Springer Netherlands, Netherlands, vol. 30, ch. 4, pp. 41-58. 1
2016	Mu, GM 2016, 'Negotiating Chineseness through learning Chinese as a heritage language in Australia: the role of habitus', in M Murphy & C Costa (eds), Theory as Method in Research: on Bourdieu, Social Theory and Education, Routledge, UK, ch. 2, pp. 17-32. 2

Journal Articles

Year	Output
2024	Dai, K & Mu, GM 2024, 'Navigating across academic labour markets: a Bourdieusian reflexive narrative of a Chinese international doctoral graduate's employment experiences', vol. 43, no. 6, pp. 1243-1258. Open access 1
2024	Mu, GM 2024, 'Groupings between floating children and urban children: a Bourdieusian social network analysis of physical and social distance in space', Children and Youth Services Review, vol. 159, article no. 107520, pp. 1-9. Open access
2024	Mu, GM, Wang, Y, Zhu, N & Zhou, D 2024, 'Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers', International Journal of Inclusive Education, vol. 28, no. 9, pp. 1755-1770. 4 3
2024	Pan, P & Mu, GM 2024, ''University matching' in state-regulated Sino-Australian transnational higher education: a Bourdieusian social network analysis', Compare: A Journal of Comparative and International Education, online, pp. 1-18.
2024	Stahl, G, Soong, H, Mu, GM & Dai, K 2024, 'A fish in many waters? addressing transnational habitus and the reworking of Bourdieu in global contexts', Sociological Research Online, vol. 29, no. 2, pp. 418-437. Open access 5 7
2024	Xing, C, Mu, GM & Henderson, D 2024, 'Mobilising resilience to symbolic violence with Chinese international research students in Australia: a Bourdieusian perspective', Higher Education Research and Development, vol. 43, no. 6, pp. 1448-1463. Open access 1 2
2024	Xing, C, Mu, GM & Henderson, D 2024, 'Problematising English monolingualism in the 'multicultural' university: a Bourdieusian study of Chinese international research students in Australia', Journal of Multilingual and Multicultural Development, vol. 46, no. 6, pp. 1851-1863. Open access 12 7 3
2024	Zhang, Y, Mu, GM & Hu, Y 2024, 'Gauging 21st century competencies of Chinese students: a rural-urban comparative perspective', Journal of Research on Educational Effectiveness, vol. 17, no. 2, pp. 344-364. 1
2023	Harris, KM, Wang, L, Mu, GM, Lu, Y, So, C, Zhang, W, Ma, J, Liu, K, Wang, W, Zhang, MWB & Ho, RC 2023, 'Measuring the suicidal mind: the 'open source' Suicidality Scale, for adolescents and adults', PLoS One, vol. 18, no. 2, article no. e0282009, pp. 1-28. Open access 2 2 12
2023	Li, H, Mu, GM & Theron, L 2023, 'Editorial: Social and physical ecologies for child resilience: wisdom from Asia and Africa', Frontiers in Psychology, vol. 14, article no. 1312299, pp. 1-3. Open access
2023	Mu, GM, Gordon, D, Xu, J, Cayas, A & Madesi, S 2023, 'Benefits and limitations of partnerships amongst families, schools and universities: a systematic literature review', International Journal of Educational Research, vol. 120, article no. 102205, pp. 1-11. Open access 1
2023	Yin, YM & Mu, GM 2023, 'Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher', Higher Education, vol. 86, no. 1, pp. 65-80. Open access 9 7 9
2022	Mu, GM & Pang, B 2022, 'Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas', Educational Philosophy and Theory, vol. 54, no. 12, pp. 2121-2132. Open access 5 2 2
2022	Peters, MA, Means, AJ, Ericson, DP, Tukdeo, S, Bradley, JP, Jackson, L, Mu, GM, Luke, TW & Misiaszek, GW 2022, 'The China-threat discourse, trade, and the future of Asia. A symposium', Educational Philosophy and Theory, vol. 54, no. 10, pp. 1531-1549. Open access 13 6 5
2022	Xing, C, Mu, GM & Henderson, D 2022, 'Submission or subversion: survival and resilience of Chinese international research students in neoliberalised Australian universities', Higher Education, vol. 84, no. 2, pp. 435-450. Open access 14 11 2
2022	Yin, YM & Mu, GM 2022, 'Examination-oriented or quality-oriented? A question for fellows of an alternative teacher preparation program in China', The Australian Educational Researcher, vol. 49, no. 4, pp. 727-742. Open access 6 4 1
2022	Yin, YM & Mu, GM 2022, 'Reproducing the urban or reappraising the local? Extracurricular activities developed by fellows in an alternative teacher preparation programme in China', Journal of Education for Teaching, vol. 48, no. 1, pp. 21-34. Open access 2 1
2021	Hoi, VN & Mu, GM 2021, 'Perceived teacher support and students' acceptance of mobile-assisted language learning: evidence from Vietnamese higher education context', British Journal of Educational Technology, vol. 52, no. 2, pp. 879-898. Open access 45 33
2021	Mu, GM 2021, 'Destroying the Trojan Horse of 'lazy inclusivism': collective wit of Chinese children, parents, and educators in the context of 'learning in regular classroom'', International Journal of Disability Development and Education, vol. 68, no. 6, pp. 735-741. Open access 10 8
2021	Mu, GM 2021, 'Sociologising resilience through Bourdieu's field analysis: misconceptualisation, conceptualisation, and reconceptualisation', British Journal of Sociology of Education, vol. 42, no. 1, pp. 15-31. Open access 18 14 16
2021	Mu, GM 2021, 'Time to ring the death knell for agency and resilience? Some sociological rethinkings of inclusive education', International Journal of Disability Development and Education, vol. 68, no. 6, pp. 822-830. Open access 9 5
2020	Mu, GM 2020, 'A Bourdieusian rebuttal to Bourdieu's rebuttal: social network analysis, regression, and methodological breakthroughs', Educational Philosophy and Theory, vol. 52, no. 12, pp. 1266-1276. Open access 13 5 1
2020	Mu, GM 2020, 'Chinese education and Pierre Bourdieu: power of reproduction and potential for change', Educational Philosophy and Theory, vol. 52, no. 12, pp. 1249-1255. Open access 13 11 7
2020	Yin, MY & Mu, GM 2020, 'Recognising localised pedagogical capital: a reflexive revisit of an alternative teacher preparation programme in China', Educational Philosophy and Theory, vol. 52, no. 12, pp. 1290-1301. Open access 12 9 3
2019	Burke, LEC-A, Hall, J, de Paiva, WA, Alberga, A, Mu, GM, Leigh, JP & Vazquez, MS 2019, 'Postdoctoral scholars in a faculty of education: navigating liminal spaces and marginal identities', Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, vol. 18, no. 4, pp. 329-348. Open access 7 6 1
2019	Mu, GM, Zhang, H, Cheng, W, Fang, Y, Li, S, Wang, X & Dooley, K 2019, 'Negotiating scholarly identity through an international doctoral workshop: a cosmopolitan approach to doctoral education', Journal of Studies in International Education, vol. 23, no. 1, pp. 139-153. Open access 2 1 4
2019	Wijesekera, HD, Alford, J & Mu, MG 2019, 'Forging inclusive practice in ethnically-segregated school systems: lessons from one multiethnic, bilingual education classroom in Sri Lanka', International Journal of Inclusive Education, vol. 23, no. 1, pp. 23-41. Open access 6
2019	Yin, YM, Dooley, K & Mu, GM 2019, 'Why do graduates from prestigious universities choose to teach in disadvantaged schools? Lessons from an alternative teacher preparation program in China', Teaching and Teacher Education, vol. 77, pp. 378-387. Open access 16 11 4
2018	Mu, GM, Liang, W, Lu, L & Huang, D 2018, 'Building pedagogical content knowledge within professional learning communities: an approach to counteracting regional education inequality', Teaching and Teacher Education, vol. 73, pp. 24-34. Open access 25 23 3
2017	Mu, GM, Hu, Y & Wang, Y 2017, 'Building resilience of students with disabilities in China: the role of inclusive education teachers', Teaching and Teacher Education, vol. 67, pp. 125-134. Open access 26 25
2017	Wang, Y, Mu, GM & Zhang, L 2017, 'Chinese inclusive education teachers' agency within temporal-relational contexts', Teaching and Teacher Education, vol. 61, pp. 115-123. Open access 30 29
2016	Mu, GM & Hu, Y 2016, 'Validation of the Chinese version of the 12-item child and youth resilience measure', Children and Youth Services Review, vol. 70, pp. 332-339. Open access 24 25
2016	Mu, GM & Jia, N 2016, 'Rural dispositions of floating children within the field of Beijing schools: can disadvantaged rural habitus turn into recognised cultural capital?', British Journal of Sociology of Education, vol. 37, no. 3, pp. 408-426. Open access 45 47
2016	Mu, GM 2016, 'Looking Chinese and learning Chinese as a heritage language: the role of habitus', Journal of Language Identity and Education, vol. 15, no. 5, pp. 293-305. 15 10
2016	Mu, GM, Jia, N, Hu, Y, Hughes, H, Shi, X, Zhang, M-c, Alford, J, Carter, M, Fox, J, Duke, J, Flynn, M & Xia, H 2016, 'Generating benefits and negotiating tensions through an international doctoral forum: a sociological analysis', International Journal of Doctoral Studies, vol. 11, pp. 63-85. Open access
2015	Carrington, S, Saggers, B, Adie, L, Zhu, N, Gu, D, Hu, X, Wang, Y, Deng, M & Mu, GM 2015, 'International representations of inclusive education: how is inclusive practice reflected in the professional teaching standards of China and Australia?', International Journal of Disability Development and Education, vol. 62, no. 6, pp. 556-570. Open access 15 8
2015	Doherty, C, Shield, P, Patton, W & Mu, GM 2015, 'The limits to public service: rural communities, professional families and work mobility', Community, Work and Family, vol. 18, no. 1, pp. 100-116. Open access 3
2015	Mu, GM & Dooley, K 2015, 'Coming into an inheritance: family support and Chinese heritage language learning', International Journal of Bilingual Education and Bilingualism, vol. 18, no. 4, pp. 501-515. Open access 50 43
2015	Mu, GM 2015, 'A meta-analysis of the correlation between heritage language and ethnic identity', Journal of Multilingual and Multicultural Development, vol. 36, no. 3, pp. 239-254. Open access 48 35 1
2015	Mu, GM 2015, 'Pedagogical practices and support systems of inclusion: empirical evidence from Chinese societies', International Journal of Disability Development and Education, vol. 62, no. 6, pp. 551-555. 6 6
2015	Mu, GM, Wang, Y, Wang, Z, Feng, Y, Deng, M & Liang, S 2015, 'An enquiry into the professional competence of inclusive education teachers in Beijing: attitudes, knowledge, skills, and agency', International Journal of Disability Development and Education, vol. 62, no. 6, pp. 571-589. 29 26
2015	Wang, Y, Mu, GM, Wang, Z, Deng, M, Cheng, L & Wang, H 2015, 'Multidimensional classroom support to inclusive education teachers in Beijing, China', International Journal of Disability Development and Education, vol. 62, no. 6, pp. 644-659. 12 11

Reports

Year	Output
2024	Mu, M & Soong, H 2024, Promoting international student resilience and wellbeing through community engagement: a pilot study in South Australia, University of South Australia, Australia. Open access

Other outputs

Picture Book:

Journey to Resilience: Kaya’s First Day of School © 2021 by Guanglun Michael Mu and Guy LobweinISBN: 978-1-925553-39-0Citation:Mu, G. M., & Lobwein, G. (2021). Journey to Resilience: Kaya’s First Day of School. Queensland University of Technology and Research & Resources for Resilience. https://doi.org/10.5204/book.eprints.213522

The story is based on the research ‘Resilience, Culture, and Class: A Sociological Study of Australian Students’. The research is funded by the Australian Research Council (DE180100107) and supported by Queensland University of Technology.

Journey to Resilience: Kaya’s First School Day © 2021 by Guanglun Michael Mu and Guy Lobwein is licensed under Attribution-NonCommercial-NoDerivatives 4.0 International. This license requires that reusers give credit to the creator. It allows reusers to copy and distribute the material in any medium or format in unadapted form and for noncommercial purposes only. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/

Journey to Resilience: Kaya's First Day of School

Other publications:

Mu, G. M. (2021). An invitation to quantify Bourdieu in educational research. PESA Agora. https://pesaagora.com/columns/an-invitation-to-quantify-bourdieu-in-educational-research/

Mu, G. M. (2021). Resiliency and responsibilisation: The case of international PhD candidates-in-waiting. PESA Agora. https://pesaagora.com/columns/resiliency-and-responsibilisation/

Mu, G. M. (2020). Sociologising resilience with Pierre Bourdieu’s ideas of social change. PESA Agora. https://pesaagora.com/columns/sociologising-resilience-with-pierre-bourdieus-ideas-of-social-change/

Mu, G. M. (2014). Chinese Australians’ Chineseness and their mathematics achievement: The role of habitus. The Australia Educational Researcher, 41(5), 585-602. doi: 10.1007/s13384-014-0152-1 (Scimago Q1)

Mu, G. M. (2014). Heritage Language learning for Chinese Australians: The role of habitus. Journal of Multilingual and Multicultural Development, 35(5), 497-510. doi: 10.1080/01434632.2014.882340 (Scimago Q1)

Mu, G. M. (2014). Learning Chinese as a Heritage Language in Australia and beyond: The role of capital. Language and Education, 28(5), 477-492. doi: 10.1080/09500782.2014.908905 (Scimago Q1)

Wang, Y., & Mu, G. M. (2014). Revisiting the trajectories of special teacher education in China through policy and practice. International Journal of Disability, Development, and Education, 61(4), 346-361. doi: 10.1080/1034912X.2014.955792

Mu, G. M. (2013). 用质量消灭失衡[Educational equity and quality], 重庆青年报[Chongqing Youth News], p. G02.

Mu. G. M., Zheng, X., Jia, N., Li, X., Wang, S., Chen, Y.,… Diezmann, C. (2013). Revisiting educational equity and quality in China through Confucianism, policy, research, and practice. The Australian Educational Researcher, 40(3), 373-389. doi: 10.1007/s13384-013-0113-0 (Scimago Q1)

Mu, G. M. (2016). [Book review: Spotlight on China: Changes in education under China’s market economy, S. Guo & Y. Guo (Eds.)]. Frontiers of Education in China, 11(4), 545-547. doi: 10.3868/s110-005-016-0042-2

Mu, G. M. (2015). [Book review: Young children as intercultural mediators: Mandarin-speaking Chinese families in Britain, Z. Guo]. Frontiers of Education in China, 10(2), 340-342. doi: 10.3868/s110-004-015-0022-4

Mu, G. M. (2013). [Book review: English language education across Greater China, A. Feng]. TESOL in Context, 23(1-2), 128-130.

External engagement & recognition

Collaborations

External engagement & recognition

Collaborations

Organisation	Country
Australian Catholic University	AUSTRALIA
Beijing Academy of Educational Science	CHINA
Beijing Normal University	CHINA
Central China Normal University	CHINA
Central University of Finance and Economics	CHINA
Charles Sturt University	AUSTRALIA
China Women's University	CHINA
Concordia University	CANADA
East China Normal University	CHINA
Education University of Hong Kong	HONG KONG
Haidian Peizhi School	CHINA
Hangzhou Normal University	CHINA
Huazhong University of Science and Technology	CHINA
Jiangnan University	CHINA
Jiangsu Normal University	CHINA
Leeds Beckett University	UNITED KINGDOM
Monash University	AUSTRALIA
Nanchang University	CHINA
Nanjing University of Posts and Telecommunications	CHINA
National Institute of Advanced Studies	INDIA
National University of Singapore	SINGAPORE
Norwegian University of Science and Technology	NORWAY
Open University of China	CHINA
Peking University	CHINA
Private Individual	UNITED KINGDOM
Queensland University of Technology	AUSTRALIA
Shandong University	CHINA
Shenyang University	CHINA
South China University of Technology	CHINA
SUNY Brockport	UNITED STATES
Teikyo University	JAPAN
The Chinese University of Hong Kong (CUHK)	CHINA
The Open University of Sri Lanka	SRI LANKA
Universidade Federal de Gois	BRAZIL
University of Bath	UNITED KINGDOM
University of Calgary	CANADA
University of California	UNITED STATES
University of Hawaii	UNITED STATES
University of Newcastle	AUSTRALIA
University of Pretoria	SOUTH AFRICA
University of Queensland	AUSTRALIA
University of South Australia	AUSTRALIA
University of Suffolk	UNITED KINGDOM
University of Toronto	CANADA
Virginia Polytechnic and State University	UNITED STATES
Xinyuanxili Primary School	CHINA
Yale University	UNITED STATES
Zhengzhou University	CHINA

External engagement & recognition

Engagement/recognition	Year
Advisory Board Member AERA Bourdieu-SIG	2022
Associate Editor International Journal of Disability, Development, and Education	2022
Editorial Board Member Journal of Beijing Normal University	2022
Reviewer Higher Education	2022
Reviewer International Education Journal: Comparative Perspectives	2022
Reviewer Discourse: Studies in Cultural Politics of Education	2022
Reviewer Journal of International Students	2022
Reviewer Journal of Studies in International Education	2022
Reviewer Language and International Communication	2022
Reviewer British Journal of Educational Studies	2022
Reviewer International Journal of Chinese Education	2022
Reviewer Cambridge Journal of Education	2022
Reviewer International Journal of Educational Development	2022
Advisory Board Member AERA Bourdieu-SIG	2021
Editorial Board Member Journal of Beijing Normal University	2021
Guest Editor of Special Issue International Journal of Disability, Development, and Education	2021
Reviewer Language and International Communication	2021
Reviewer Journal of International Students	2021
Reviewer Cambridge Journal of Education	2021
Reviewer Higher Education	2021
Reviewer International Education Journal: Comparative Perspectives	2021
Reviewer International Journal of Educational Development	2021
Reviewer British Journal of Educational Studies	2021
Reviewer Discourse: Studies in Cultural Politics of Education	2021
Reviewer Journal of Studies in International Education	2021
Reviewer International Journal of Chinese Education	2021
Editorial Board Member Journal of Beijing Normal University	2020
Guest Editor of Special Issue Education Philosophy and Theory	2020
Reviewer Higher Education	2020
Reviewer International Education Journal: Comparative Perspectives	2020
Reviewer International Journal of Chinese Education	2020
Reviewer Cambridge Journal of Education	2020
Reviewer Journal of Studies in International Education	2020
Reviewer Journal of International Students	2020
Reviewer Language and International Communication	2020
Reviewer International Journal of Educational Development	2020

Teaching & student supervision

Research degree supervision

Supervisions from 2010 shown

Thesis title	Student status
A 'drowning trench' of ongoing joblessness and a career-nurturing 'mooring'? A Bourdieusian sociological study of `slow employment¿ in China	Current
Chinese parents¿ perspectives on and perceived involvement in the International Baccalaureate (IB) Middle Years Programme (MYP) internal assessments	Current
Graduates from elite universities as schoolteachers: A sociological exploratory study	Current
Investigating partnerships between early childhood educators and Chinese immigrant families in early childhood education and care (ECEC) in an Australian context	Current
Recalibrating pedagogy for `at-risk¿ international students in higher education	Current
Resilience to challenges of returning to society: A sociological qualitative study of young leukaemia survivors in China	Current
Supporting Chinese migrants in Australia: Examining the potential of emerging technologies	Current

Associate Professor Michael Mu

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