Jinting Wu

Jinting Wu is Associate Professor of Educational Culture, Policy and Society. She is an educational anthropologist with an interest in philosophy and cultural studies. Her research often deploys ethnographic field methods to critically investigate relationships among schooling, society, and culture; it also examines educational policy shifts both as lived experiences and as reflecting the larger spheres of cultural ideation, social (re)production, nation building and globalization. Recent projects have involved study of rural minority education, child disabilities and special education, immigrant youth and families, and educational meritocracy on the global stage. Prior to joining the GSE faculty, she worked as Assistant Professor at the University of Macau (SAR, China) and was a postdoctoral fellow of educational sciences at the University of Luxembourg.

• PhD, University of Wisconsin-Madison, Educational Policy Studies; Curriculum & Instruction
• MEd, Boston University, International Development Education
• BA, Shanghai International Studies University, English Language and Literature

• 2017 Outstanding Book Recognition Award; American Educational Research Association, Division B; 2017-03-16;

• Wu, J., Wang, Y., Wu, Y., & Zhang, Q. (2025). The heart of higher education: Rediscovering meditation from the margins of learning to a liberatory pedagogy in the post-pandemic university. Journal of Contemplative and Holistic Education, 2(2), 1-15.
• Wu, J. (2024). The paradox of in/exclusion: Special education schools as transient spaces of marginality and relationality in contemporary China. Anthropology & Education Quarterly (online first)
• Wu, J. (2023). From without to within: Inner transformation as a pedagogy for social activism. Journal of Contemplative and Holistic Education, 1(2): 1-7.
• Wu, J. (2022). A hierarchy of aspirations within a field of educational possibilities: The futures of Chinese immigrants in Luxembourg. Journal of Ethnic and Migration Studies, 48(4): 951-968.

• Wu, J. (2023). Resistance through transformation: Spiritual practices as a pedagogy of unlearning and becoming. In M. Wenning & T. Byrne (Eds.). The right to resist: A philosophy of dissent (pp.131-153). Bloomsbury Publishing.

• Vulnerable Fatherhood: Masculinity, Disability, and Moral Becoming in China’s Special Education Schools.; Local Government; Gender Institute, University at Buffalo; Awarded; (05/27/2023-06/30/2024)

• I joined the editorial board of the International Studies in Sociology of Education
  09/12/2017-

• I served on the Outstanding Book Award Committee, Division B, American Educational Research Association
  11/01/2017-03/01/2018
• I served as an invited panelist for the Webinar Series “Discussing Comics and the Notions of the Human,” Post Foundational Approaches to CIES Special Interest Group, Comparative and International Education Society. The panel was held as a conversation with Dr. Elizabeth De Freitas (Manchester Metropolitan University), Dr. Daniel Friedrich (Teachers College, Columbia University), Dr. Jinting Wu (University at Buffalo), and Dr. Susanne Ress (Humboldt University of Berlin).
  09/29/2017-