Hongyu Wang Boeken

The narrative follows a character's transformative journey from a seemingly carefree life as a "Parade Child" to embracing the tumultuous role of the "King of Chaos." This evolution explores themes of identity, power, and the complexities of growing up amidst chaos. As the protagonist navigates challenges and confronts their past, the story delves into the impact of choices and the struggle for self-acceptance in a chaotic world. Rich with emotional depth, it examines how one can rise from innocence to a position of influence and responsibility.

Focusing on cross-cultural pathways and pedagogies, the book presents a compelling argument for nonviolence education as a transformative approach in curriculum studies. Through a blend of stories and dialogues, it explores the theoretical underpinnings and practical implications of integrating nonviolence into educational frameworks, emphasizing its significance in a global context. Wang's work invites educators to envision and enact a more peaceful and inclusive educational landscape.

Multicultural teacher education does not work without attending to the inner landscapes of learners. This collection of essays depicts a journey of unlearning deeply cherished assumptions, and gaining new, difficult understandings of race, ethnicity, gender, sexuality, class, and global issues in teacher education. Foregrounding learners’ own voices and highlighting those intimate moments of awakening through a process-oriented and dialogic approach, this book, in its profoundly moving narrative and critically reflective voices, speaks directly to pre-service and in-service teachers and informs teacher educators’ multicultural pedagogical theory and practice. Demonstrating the power of multicultural education through the learner’s lens, this compelling and inspirational book is a much-needed text for undergraduate and graduate courses in teacher education, multicultural education, curriculum studies, and social foundations of education.

This book is a cross-cultural, gendered study of both self and curriculum. Initiating a conversation between and among Michel Foucault, Confucius, and Julia Kristeva, it searches for a new (third) cultural and psychic space of transformation and creativity. Weaving together philosophy, psychoanalysis, and autobiography through lived experiences of curriculum, it calls for new configurations of subjectivity at the intersection of culture and gender, through the meeting between selfhood and the human psyche, in the dynamics of the semiotic and the symbolic, and through the interaction between the Western subject and the Chinese self. These multiple layers of inquiry provide unique perspectives for readers who are interested in curriculum theory, feminist analysis, philosophy of education, or East/West dialogue.

The book explores nonviolence through various dimensions and interdisciplinary perspectives, emphasizing the importance of nonviolent relationality. It seeks to integrate inner and outer work, aiming to move beyond dualistic thinking and divisions. By doing so, it aspires to transform both pedagogy and curriculum dynamics, as well as contribute to the evolution of curriculum studies as an academic field.

Exploring the concept of creativity, this book critiques the Western view of innovation as isolated and groundbreaking, linking it to educational and ecological crises exacerbated by the COVID-19 pandemic. It advocates for a Daoist perspective on creativity, emphasizing relationality and interdependence. By integrating these principles into contemporary curricula, the author proposes a co-creative and ecological approach that fosters mutual flourishing among humanity and the planet, highlighting the importance of embracing differences through the dynamic interplay of Yin and Yang.