Min Yu Ph.D. (fy7865)

• Ph.D., Curriculum and Instruction; Educational Policy Studies
  University of Wisconsin-Madison
   
• M.A., Curriculum and Instruction 
  Beijing Normal University
   
• B.A., Chinese Language and Literature 
  Beijing Normal University

• American Educational Research Association (AERA) Division B: Curriculum Studies
  Communication Officer (2016-2017)
  Program Section Co-Chair (Section 4, 2014-2016)
   
• Comparative and International Education Society (CIES) East Asia SIG
  Chair (2020-2023)
  Program Chair (2022-2023)
   
• Chinese Education & Society
  Associate Editor (2024-2027)
   
• Educational Studies
  Editorial Board (2022-2025)

Office Hours: By Appointment

213 Education Building

Migration/Immigration and Education, Curriculum Studies, Comparative and International Education, Social Studies Teacher Education

My lines of inquiry draw on scholarship from migration studies, education, and sociology to examine the roles of community organizing and the impact of changing social, political, and economic conditions on the education of children from migrant and immigrant families. My research investigates how historical contexts, social structures, and educational policies shape local practices and examines the impact of migration on families and children across time and space. I use ethnographic research, along with archival research and policy analysis, to develop critical understandings of how social structures impact experiences of students and teachers and the ways in which communities mobilize for educational equity.

• 2024
  Comparative and International Education Society (CIES) East Asia SIG
  Best Paper Award (Honorable Mention)
   
• 2023
  College of Education
  Kathleen Reilly Koory Endowed Faculty Development Award
   
• 2022
  American Educational Research Association (AERA) International Studies SIG
   
• 2019
  Wayne State University Academy of Scholars
  Junior Faculty Award

• 2019
  College of Education
  Faculty Scholarship Award

• 2018
  American Educational Research Association (AERA) Division B: Curriculum Studies 
  Outstanding Book Recognition Award

External Grants

• Community Foundation for Southeast Michigan
  $65,000 (2022-2024)
  Bridging the Gap: Archives in the Classroom and Community
  Co-Principal Investigators:
  Christopher B. Crowley, Min Yu, Dan Golodner, Meghan Courtney
  Co-Director:
  Sean McBrady (Macomb Intermediate School District)
   
• National Archives and Records Administration
  National Historical Publications & Records Commission (NHPRC)
  $83,100 (2020-2024), with additional $93,839 Wayne State University cost share
  Bridging the Gap: Archives in the Classroom and Community
  Co-Principal Investigators:
  Min Yu, Christopher B. Crowley (College of Education), Meghan Courtney, Dan Golodner (Walter P. Reuther Library, Archives of Labor and Urban Affairs)
   
• Consortium of Humanities Centers and Institutes (CHCI)-Chiang Ching-kuo Foundation (CCKF) Summer Institute in Chinese Studies and Global Humanities
  $50,000 (2018-2019); with additional $9,950 Wayne State University grant project support   
  Space in Two Cities, Detroit and Shenyang
  Co-Principal Investigators:
  Haiyong Liu, Yunshuang Zhang (College of Liberal Arts and Sciences), Min Yu (College of Education)

Internal Grants

• University Research Grant
  $10,000 (2021-2022)
  The Worthwhile Knowledge: Re-imagining Curriculum and Community Mobilization in China’s Migrant Communities
   
• Educational Development Grant
  $3,000 (2019-2020)
  Archives in the Classroom and Community
  Co-Principal Investigators:
  Min Yu, Christopher B. Crowley (College of Education), Meghan Courtney, Dan Golodner (Walter P. Reuther Library, Archives of Labor and Urban Affairs) 
   
• University Research Grant
  $10,000 (2018-2019)
  Educating Left-behind Children in Transnational Migrant Families

Book

• Yu, M. (2016). The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China*. New York, NY: Palgrave Macmillan.
  *2018 American Educational Research Association Division B-Curriculum Studies Outstanding Book Recognition Award

Special Issues

• Wang, T., You, Y., & Yu, M. (Eds.). (forthcoming). Transcending Western-Centrism and Nationalism: China and beyond [Special issue]. Compare: A Journal of Comparative and International Education
   
• He, M. F., Sharma, S., & Yu, M. (Eds). (2024). Asian diaspora theorizing: Defying racism~re-imagining alternate nows~invigorating otherwise futures [Special issue]. Diaspora, Indigenous, and Minority Education, 18(4). https://www.tandfonline.com/toc/hdim20/18/4?nav=tocList
   
• Seeberg, V. & Yu, M. (Eds.). (2024). Research on rural and migrant education in China [Special issue]. Chinese Education & Society, 57(1-2). https://www.tandfonline.com/toc/mced20/57/1- 2?nav=tocList
  
  
• Robert, S. A., Yu, M., Sauerbronn, F., & Özkazanç-Pan, B. (Eds.). (2023). Intersectionality and education work during COVID-19 transitions [Special issue]. Gender, Work & Organization, 30(2). https://onlinelibrary.wiley.com/toc/14680432/2023/30/2

Translated Book

• Tan, C. (2024). The Aesthetic View of Moral Education (W. Huang, & M. Yu Trans.). New York, NY: Routledge. (Original work published 2021).

Selected Journal Articles and Book Chapters

• Xiang, X., Lou, J., Yu, M., & Teng, J. (2024). Education as Capital? A Critical Discourse Analysis of the Investment Discourse in International Research on Chinese Rural Education. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2024.2429836
   
• Yu, M. (2024). Community-Based Education and Child Development Work for Migrant Children in China: A Multi-dimensional Citizenship Approach. Chinese Sociological Review. https://doi.org/10.1080/21620555.2024.2356557
   
• Chang, Y., Gao, M., & Yu, M. (2024). Ignored Subjectivity in the Informational Panopticon: Restricted Classroom Interaction Under Technical Discipline. ECNU Review of Education. https://doi.org/10.1177/20965311241266
   
• Crowley, C. B., Powell, S., Reynolds, A., & Yu, M. (2024). Licensing whiteness: property, privilege, and (re)centering the politics of race within neoliberalism. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2365185
  
  
• Yu, M. (2024). The Pedagogy of Place in China’s Migrant Community. ECNU Review of Education, 7(3), 554-572. https://doi.org/10.1177/20965311241264570
   
• He, M. F., Sharma, S., & Yu, M. (2024). Asian diaspora theorizing: defying Racism~ Re-imagining alternate Nows~ Invigorating otherwise futures. Diaspora, Indigenous, and Minority Education, 18(4), 233–239. https://doi.org/10.1080/15595692.2024.2392916
   
• Yu, M. (2024). Reimagining Education and Community Mobilization in China’s Migrant Communities: Towards an “Asia as Method” Framework. International Journal of Qualitative Studies in Education, 37(7), 2023-2036. https://doi.org/10.1080/09518398.2023.2258109
  *2024 Comparative and International Education Society (CIES) East Asia SIG Best Paper Award (Honorable Mention)
   
• Teng, J., Yang, Z., Yu, M., Crowley, C. B., Jing, X. (2024). Chinese Primary School Teachers’ Working Time Allocation after the Enactment of “Double Reduction” Policy: A Mixed-methods Study. Teaching and Teacher Education, 137. https://doi.org/10.1016/j.tate.2023.104385
   
• Yu, M., Coloma, R. S., Sun, W., & Kwon, J. (2024). Dissecting Anti-Asian Racism through a Historical and Transnational AsianCrit Lens. Sociological Inquiry, 94(2), 330-350. https://doi.org/10.1111/soin.12572
  * equal authorship
   
• Miller, R., Liu, K., Crowley, C. B., & Yu, M. (2024). Critical Thinking for Transformative Praxis in Teacher Education: Music, Media and Information Literacy, and Social Studies in the United States. Educational Philosophy and Theory, 56(8), 801-814. https://doi.org/10.1080/00131857.2023.2286884
   
• Robert, S. A., Yu, M., & Edwards, E. (forthcoming). Intersectionality for Educational Policy Research. In L. Cohen-Vogel, J. Scott, & P. Youngs, (Eds.), American Educational Research Association Handbook of Education Policy Research (2nd ed). Washington, DC: American Educational Research Association.
   
• Yu, M. (2024). Promoting educational equity for migrant children in China. In P. Downes, G. Li, L. Van Praag, & S. Lamb (Eds.),The Routledge International Handbook of Equity and Inclusion in Education (pp. 389-400). Routledge.
   
• Xiang, X., Teng, J., Yu, M., Lou, J., Jiang, Z., Zhou, J., Gong, F. (2023). Challenges and Opportunities for Reshaping International Research on Chinese Rural Education. Tsinghua Journal of Education, 44(4), 11-22. https://doi.org/10.14138/j.1001-4519.2023.04
  
  
• Rodriguez, S., Bennett, C., Yu, M., & Acree, J. (2023). Activism and Resistance from the Trenches: Crisscrossing Comparison and Undocumented Migrant Experiences in China and the United States. Comparative Education Review, 67(1), 6-30. https://doi.org/10.1086/722832
  * equal authorship as 2nd author
   
• Robert, S. A., Yu, M., Sauerbronn, F., & Özkazanç-Pan, B. (2023). Starting a Dialogue in Difficult Times: Intersectionality and Education Work. Gender, Work & Organization, 30(2), 628-637. https://doi.org/10.1111/gwao.12896
  
  
• Yu, M., Edwards, E., Gonzales, S. Robert, S. A., & DeNicolo, C. (2023). Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars. In Olson Beal, H. K., Cross, C. J., & Burrow, L. E. (Eds.), MotherScholaring During the COVID-19 Pandemic. New York, NY: Routledge.
  * equal authorship
   
• Yu, M. & Crowley, C. B. (2023). Educational policies and schooling for migrant children in China. In Pinson, H., Bunar, N., & Devine, D. (Eds.), Research handbook on migration and education (pp.480-495). Cheltenham, UK: Edward Elgar.
   
• Yiu, L. & Yu, M. (2022). Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China. Comparative Education, 58(4), 526-541. https://doi.org/10.1080/03050068.2022.2088691
  * equal authorship, authors listed in alphabetical order
   
• Yu, M., Edwards, E., Gonzales, S. Robert, S. A., & DeNicolo, C. (2022). Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars. Peabody Journal of Education, 97(2), 199-211. https://doi.org/10.1080/0161956X.2022.2055892
  * equal authorship
   
• Crowley, C. B., Hadeer, R., & Yu, M. (2022). Rethinking Teacher Education for Ethnic Diversity in China. Educational Studies, 58(1), 74-94. https://doi.org/10.1080/00131946.2021.1994974
  * equal authorship, authors listed in alphabetical order
   
• Edwards, E., Robert, S.A., DeNicolo, C., Gonzales, S., & Yu, M. (2022). Invoking abuelita epistemologies for academic transformation in the coronavirus age: Autoethnographic reflections from a motherscholar collective. In J. Beoku-Betts, A. Darkwah, M. Heath, & B. Purkayastha, (Eds.), Global Feminist Autoethnographies During COVID-19: Displacements and Disruptions (pp.162-175). New York, NY: Routledge.
  * equal authorship
   
• Robert, S. A., Yu, M., & Lewis, D. (2021). Intersectionality for Contextualizing Teachers’ Work in Transnational Education Policy Research. Educational Studies, 57(6), 607-628. https://doi.org/10.1080/00131946.2021.1904930
   
• Yu, M. (2021). Education as Community Mobilization: Minjian Society and the Education of Migrant Children in China. Educational Studies, 57(3), 299-309. https://doi.org/10.1080/00131946.2021.1892688
   
• McBrady, S. & Yu, M. (2021). Dimension 3: Evaluating Sources and Using Evidence. In Roberts, K. & Brugar, K. (Eds.), Real classrooms, real teachers: The C3 inquiry in practice (pp.101-104). Charlotte, NC: IAP.
   
• Yu, M. (2021). Curriculum of Migrant Communities in Mainland China. In He, M. F. & Schubert, W. H. (Eds.), Oxford Encyclopedia of Curriculum Studies. Oxford: Oxford University Press. DOI: https://doi.org/10.1093/acrefore/9780190264093.013.1155
   
• Yu, M. & Crowley, C. B. (2020). The Discursive Politics of Education Policy in China: Educating Migrant Children. The China Quarterly, 241, 87-111. http://dx.doi.org/10.1017/S0305741019000742
   
• Yu, M. (2018). Rethinking Migrant Children Schools in China: Activism, Collective Identity, and Guanxi. Comparative Education Review, 62(3), 429-448. https://doi.org/10.1086/698404
   
• Robert, S. A. & Yu, M. (2018). Intersectionality in Transnational Education Policy Research. Review of Research in Education, 42(1), 93-121. https://doi.org/10.3102/0091732X18759305
   
• Apple, M. W., Crowley, C. B., Kang, H., Kang, M., Lam, S., Lim, L., Sung, Y., Takayama, K., Wong, T., & Yu, M.* (2018). A Response to Edward Vickers. London Review of Education, 16(2), 341-344. https://doi.org/10.18546/LRE.16.2.12
  * equal authorship, authors listed in alphabetical order
   
• He, M. F. & Yu, M. (2017). Education for Cultural and Linguistic Diversity in the United States in Hard Times. Curriculum Perspectives, 37(2), 205-210. https://doi.org/10.1007/s41297-017-0027-5
   
• DeNicolo, C. P., Yu, M., Crowley, C. B., & Gabel, S. L. (2017). Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants. Review of Research in Education, 41(1), 500-530. https://doi.org/10.3102/0091732X17690498
   
• Yu, M. (2016). Social Movements and Educational Change in China. In L. Lim & M. W. Apple (Eds.), The Strong State and Curriculum Reform: Assessing the Politics and Possibilities of Educational Change in Asia (pp.94-112). New York, NY: Routledge.
   
• He, M. F. & Yu, M. (2016). The Education of Ethnic Minorities in the People’s Republic of China. In D. K. Sharpes (Ed.), Handbook on comparative and international studies in education (pp.441-450). Charlotte, NC: IAP.
   
• Yu, M. (2015). Revisiting Gender and Class in Urban China: Undervalued Work of Migrant Teachers and Their Resistance. Diaspora, Indigenous, and Minority Education, 9(2), 124-139. https://doi.org/10.1080/15595692.2015.1011781
   
• Knoester, M. & Yu, M. (2015). Teacher as Cultural Workers. In M. F. He, B. D. Schultz, & W. H. Schubert (Eds.) The Sage Guide to Curriculum in Education (pp.190-197). Thousand Oaks, CA: SAGE.
   
• Yu, M. (2012). History, Struggle, and the Social Influence of Migrant Children Schools in Contemporary China. In M. Knoester (Ed.) International Struggles for Critical Democratic Education (pp.31-47). New York, NY: Peter Lang.