Min Yu Ph.D. (fy7865)

University information

Title: Associate Professor
Unit: Teacher Education
Department: College of Education

Contact information

College of Education

Phone: 313-577-0990
Degrees and Certifications:
  • 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
Title: Associate Professor of Comparative and International Education & Social Studies Education
Office Hours:

Office Hours: By Appointment

Office Location:

213 Education Building

Area of Expertise:

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

Research Interests:

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
    Outstanding Paper Award
  • 2019
    Wayne State University Academy of Scholars
    Junior Faculty Award
  • 2018
    American Educational Research Association (AERA) Division B: Curriculum Studies 
    Outstanding Book Recognition Award

External Grants

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


Special Issues

  • 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
  • Wang, T., You, Y., & Yu, M. (Eds.). (forthcoming). Transcending Western-Centrism and Nationalism: China and beyond [Special issue]. Compare.
  • He, M. F., Sharma, S., & Yu, M. (Eds). (forthcoming). Asian diaspora theorizing: Defying racism~re-imagining alternate nows~invigorating otherwise futures [Special issue]. Diaspora, Indigenous, and Minority Education.
  • Seeberg, V. & Yu, M. (Eds.). (forthcoming). Research on rural and migrant education in China [Special issue]. Chinese Education & Society.

Translated Book

Selected Journal Articles and Book Chapters

  • Yu, M. (forthcoming). The Pedagogy of Place in China’s Migrant Community. ECNU Review of Education.
  • Chang, Y., Gao, M., & Yu, M. (forthcoming). Obscured Subjectivity in the informational Panopticon: Restricted Classroom Interaction under Technical Discipline. ECNU Review of Education.
  • Miller, R., Liu, K., Crowley, C. B., & Yu, M. (2023). Critical Thinking for Transformative Praxis in Teacher Education: Music, Media and Information Literacy, and Social Studies in the United States. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2023.2286884
  • Teng, J., Yang, Z., Yu, M., Crowley, C. B., Jing, X. (2023). Chinese Primary School Teachers’ Working Time Allocation after the Enactment of “Double Reduction” Policy: A Mixed-methods Study. Teaching and Teacher Educationhttps://doi.org/10.1016/j.tate.2023.104385

  • Yu, M. (2023). Reimagining Education and Community Mobilization in China’s Migrant Communities: Towards an “Asia as Method” Framework. International Journal of Qualitative Studies in Educationhttps://doi.org/10.1080/09518398.2023.2258109
    *2024 Comparative and International Education Society (CIES) East Asia SIG Best Paper Award (Honorable Mention)
  • Yu, M., Coloma, R. S., Sun, W., & Kwon, J. (2023). Dissecting Anti-Asian Racism through a Historical and Transnational AsianCrit Lens. Sociological Inquiryhttps://doi.org/10.1111/soin.12572
    * equal authorship
  • 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.
Min Yu Ph.D.

Courses taught by Min Yu Ph.D.

Fall Term 2023

Fall Term 2022

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