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

• Henry Luce/ACLS Early Career Fellowship in China Studies; Henry Luce Foundation/American Council of Learned Societies; 2020-03-30;
• The Baldy Center for Law and Social Policy Research Grant “Disability Segregation in an Age of Inclusion: Navigating Educational Pathways through Special Education Schools in Contemporary China.”; University at Buffalo; 2019-05-21;
• 2018 Asian Studies Program Small Research Award, “Special Pupils in Special Schools: Disability, Education, and the Making of Inequality in Contemporary China.”; University at Buffalo; 2018-03-08;
• 2018 Early Career Award; Critical Issues in Curriculum and Cultural Studies Special Interest Group, American Educational Research Association; 2018-02-28;
• 2017 Outstanding Book Recognition Award; American Educational Research Association, Division B; 2017-03-16;

• 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. (2021). From researcher to human being: Fieldwork as moral laboratories. Anthropology & Education Quarterly, 52(1), 106-115.
• Wu, Jinting. (2020). Mothering Special Children: Negotiating Gender, Disability, and Special Education in Contemporary China. Harvard Educational Review, 90(1): 26-48.

• Wu, J. & Tang, Q. (2021). Review of Neoliberalism, globalization, and "elite" education in China: Becoming international by S. Liu. (Routledge, 2020). Teachers College Record, https://www.tcrecord.org/Content.asp?ContentID=23823
• Wu, J. (2021). Review of China in the world: An anthropology of Confucius Institutes, soft power, and globalization by J. Hubbert. (University of Hawai’i Press, 2020). Anthropology and Education Quarterly, 53(2), 191-192.

• Wu, J. (2022, January). Inclusion, segregation, or transient spaces on education’s margin: An ethnography of Chinese special education schools. Presented at the Education on the Side/Site: Social Aesthetic Education/Practitioner Forum (virtual), sponsored by the China Academy of Arts, in Chinese.;
• Wu, J. (2021, April). Virtual Panel on “We Don’t Need U[B] to Save Us: A Decolonized Perspective in Global Health Research and Education through Co-Production of Knowledge.” Inclusive Excellence Summit, University at Buffalo. A conversation with Dr. Clifford Amoako (College of Art and Built Environment, Kwame Nkrumah University of Science and Technology, Ghana) and Dr. Jinting Wu (Graduate School of Education, University at Buffalo).;
• Wu, J. (2021, January). Virtual Panel on “Our Role in Global Health: A Discussion on Decolonization.” Global Health Equity Community of Excellence, University at Buffalo. A conversation with Dr. Emmanuel Frimpong Boamah (UB Department of Urban and Regional Planning), Dr. Nadine Shaanta Murshid (UB School of Social Work), and Dr. Jinting Wu (UB Graduate School of Education).;
• Wu, J. (2021, May). Neither inclusion nor segregation: Special education schools as transient spaces of marginality and potentiality in contemporary China. Featured presentation as part of The Global Child Discussion Series, Community of Global Health Equity, University at Buffalo.;

• Wu, J. (2021, April). Discussant of the panel “Traversing ‘Kung-Flu’ and the model minority: Power, race, and equity with Chinese schooling communities in Australia, Canada, and the U.S.” at the virtual Comparative and International Education Society Annual Meeting.;

• The Unsung Heroes in Pursuit of Equity: Special Education Teachers Negotiating Disability and Emergency Education Policy during the COVID-19 Pandemic; Local; GSE Seed Grant; Awarded; (07/01/2021-08/01/2022)
• Disability Segregation in an Age of Inclusion: Navigating Educational Pathways through Special Education Schools in Contemporary China; Foundation and Research Organization; Henry Luce Foundation/American Council of Learned Societies; Awarded; (05/10/2021-02/10/2022)

• 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-

• Editorial Board Member; International Studies in Sociology of Education
  09/18/2017-11/01/2019
• Editorial Board Member; European Education
  08/03/2015-05/29/2022
• Editorial Board Member; Policy Futures in Education
  09/01/2014-05/29/2022
• Editorial Board Member; International Journal of Comparative Education and Development
  05/01/2014-05/29/2022
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