Zhuo Min Huang
Datos Biográficos
| ID | 4083974 |
|---|---|
| NOMBRE | Zhuo Min Huang |
| NOMBRES | Zhuo Min |
| APELLIDO | Huang |
| FIRMA | HUANG Z M |
| AFILIACIONES | Manchester Institute of Education, The University of Manchester, Manchester, UK |
| ORCID | 0000-0002-1354-8492 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Assumptions, prejudices, and being
This study sought to better understand students’ choices regarding their linguistic resources and the language practices arising from their choices. This study involved multilingual interviews with seven students undertaking education-related postgraduate study in the UK. Data analysis indicates that the students make purposeful choices regarding their linguistic resources for their UK-based studies as part of their broader endeavour of being and…
Photography as a methodological third-space
Towards diverse, critical understandings of “international” for higher education
Purpose The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisa…
Intercultural mindfulness
In this article, I use arts methods to explore the concept ‘intercultural mindfulness' as performed in students’ meaning-making about their intercultural experience at a UK university. The findings identify some less discussed qualities for mindfulness such as affective openness, embodied openness, and ethical-oriented openness, generosity, energy/effort, and liberated freedom. The study addresses a critical, theoretical ground for understanding …
An analysis of Chinese students’ use of Chinese essay references
Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in…
The use of blind-portrait
In this article, I discuss my use of blind-portrait in which participants draw an image about ‘who I am’ in a particular context with their eyes closed. Blind-portrait, as an arts method, could provide a political and ethical tool to redefine the knowability of intercultural, educational research. It moves beyond and besides the traditionally-privileged, central medium of language, challenges the quest for certainty, and disrupts the traditional …
A critical understanding of students’ intercultural experience
In this article, I discuss a critical understanding of students’ intercultural experience at a UK university. I critique the potential issues of: a) using essentialist categorisations to understand students’ intercultural experience, and b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduce…
Overcoming the middle-income trap
Overcoming the middle-income trap is the main task of China’s next stage of economic development. International experiences show that continuous innovation and industrial upgrading in an open market environment are the keys to overcoming the middle-income trap. An open market is a prerequisite for a high-income economy. The expansion of trade, investment, and exchange activities helps emerging economies absorb technology transfer and knowledge sp…
Intercultural personhood
In this article, I explore the concept ‘intercultural personhood' by using creative-arts methods for students to make meanings about ‘who I am’ in their intercultural experience at a culturally-diverse UK university. Based upon their imaginative arts-mediated meaning-makings, I provide a conceptualisation of intercultural personhood as: a personalised hybrid construct of change and exchange which is negotiated through multipolarised tensions of b…
Learning from the ‘right’ ground of mindfulness
In this article, I learn from the Buddhist ‘right’ ground of mindfulness which provides rich insights about ‘good’, insights relevant to my thinking regarding what ‘good’ might entail for the interculturalist. By discussing the ‘right’ ground of mindfulness and a counter-example of ‘McMindfulness’, I learnt that the ‘good’ cannot be separated from ‘right’ – a thorough contextualisation and an ethical orientation. I thus suggest that the ‘good’ in…
Mindfulness and the ethics of intercultural knowledge-work
Mindfulness, or 念 (niàn) in Chinese, is a concept and set of related practices which have both ancient Eastern roots and current popularity (especially in the West). It provides a fascinating example of intercultural knowledge-work involving a complex set of conceptual migrations through time and space, across languages and cultures, and within domains and disciplines. We first review the vitality of the concept as used in Western disciplines (ch…
Learning from the ‘right’ ground of mindfulness
In this article, I learn from the Buddhist ‘right’ ground of mindfulness which provides rich insights about ‘good’, insights relevant to my thinking regarding what ‘good’ might entail for the interculturalist. By discussing the ‘right’ ground of mindfulness and a counter-example of ‘McMindfulness’, I learnt that the ‘good’ cannot be separated from ‘right’ – a thorough contextualisation and an ethical orientation. I thus suggest that the ‘good’ in…
A critical understanding of students’ intercultural experience
In this article, I discuss a critical understanding of students’ intercultural experience at a UK university. I critique the potential issues of: a) using essentialist categorisations to understand students’ intercultural experience, and b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduce…
The use of blind-portrait
In this article, I discuss my use of blind-portrait in which participants draw an image about ‘who I am’ in a particular context with their eyes closed. Blind-portrait, as an arts method, could provide a political and ethical tool to redefine the knowability of intercultural, educational research. It moves beyond and besides the traditionally-privileged, central medium of language, challenges the quest for certainty, and disrupts the traditional …
Mindfulness and the ethics of intercultural knowledge-work
Mindfulness, or 念 (niàn) in Chinese, is a concept and set of related practices which have both ancient Eastern roots and current popularity (especially in the West). It provides a fascinating example of intercultural knowledge-work involving a complex set of conceptual migrations through time and space, across languages and cultures, and within domains and disciplines. We first review the vitality of the concept as used in Western disciplines (ch…
Towards diverse, critical understandings of “international” for higher education
Purpose The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisa…
Intercultural mindfulness
In this article, I use arts methods to explore the concept ‘intercultural mindfulness' as performed in students’ meaning-making about their intercultural experience at a UK university. The findings identify some less discussed qualities for mindfulness such as affective openness, embodied openness, and ethical-oriented openness, generosity, energy/effort, and liberated freedom. The study addresses a critical, theoretical ground for understanding …
Intercultural personhood
In this article, I explore the concept ‘intercultural personhood' by using creative-arts methods for students to make meanings about ‘who I am’ in their intercultural experience at a culturally-diverse UK university. Based upon their imaginative arts-mediated meaning-makings, I provide a conceptualisation of intercultural personhood as: a personalised hybrid construct of change and exchange which is negotiated through multipolarised tensions of b…
Mindfulness and the ethics of intercultural knowledge-work
Mindfulness, or 念 (niàn) in Chinese, is a concept and set of related practices which have both ancient Eastern roots and current popularity (especially in the West). It provides a fascinating example of intercultural knowledge-work involving a complex set of conceptual migrations through time and space, across languages and cultures, and within domains and disciplines. We first review the vitality of the concept as used in Western disciplines (ch…
Learning from the ‘right’ ground of mindfulness
In this article, I learn from the Buddhist ‘right’ ground of mindfulness which provides rich insights about ‘good’, insights relevant to my thinking regarding what ‘good’ might entail for the interculturalist. By discussing the ‘right’ ground of mindfulness and a counter-example of ‘McMindfulness’, I learnt that the ‘good’ cannot be separated from ‘right’ – a thorough contextualisation and an ethical orientation. I thus suggest that the ‘good’ in…
Intercultural personhood
In this article, I explore the concept ‘intercultural personhood' by using creative-arts methods for students to make meanings about ‘who I am’ in their intercultural experience at a culturally-diverse UK university. Based upon their imaginative arts-mediated meaning-makings, I provide a conceptualisation of intercultural personhood as: a personalised hybrid construct of change and exchange which is negotiated through multipolarised tensions of b…
Overcoming the middle-income trap
Overcoming the middle-income trap is the main task of China’s next stage of economic development. International experiences show that continuous innovation and industrial upgrading in an open market environment are the keys to overcoming the middle-income trap. An open market is a prerequisite for a high-income economy. The expansion of trade, investment, and exchange activities helps emerging economies absorb technology transfer and knowledge sp…
An analysis of Chinese students’ use of Chinese essay references
Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in…
The use of blind-portrait
In this article, I discuss my use of blind-portrait in which participants draw an image about ‘who I am’ in a particular context with their eyes closed. Blind-portrait, as an arts method, could provide a political and ethical tool to redefine the knowability of intercultural, educational research. It moves beyond and besides the traditionally-privileged, central medium of language, challenges the quest for certainty, and disrupts the traditional …
A critical understanding of students’ intercultural experience
In this article, I discuss a critical understanding of students’ intercultural experience at a UK university. I critique the potential issues of: a) using essentialist categorisations to understand students’ intercultural experience, and b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduce…
Intercultural mindfulness
In this article, I use arts methods to explore the concept ‘intercultural mindfulness' as performed in students’ meaning-making about their intercultural experience at a UK university. The findings identify some less discussed qualities for mindfulness such as affective openness, embodied openness, and ethical-oriented openness, generosity, energy/effort, and liberated freedom. The study addresses a critical, theoretical ground for understanding …
Photography as a methodological third-space
Towards diverse, critical understandings of “international” for higher education
Purpose The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisa…
Assumptions, prejudices, and being
This study sought to better understand students’ choices regarding their linguistic resources and the language practices arising from their choices. This study involved multilingual interviews with seven students undertaking education-related postgraduate study in the UK. Data analysis indicates that the students make purposeful choices regarding their linguistic resources for their UK-based studies as part of their broader endeavour of being and…
Epistemology (8 obras) · Psychology (8 obras) · Sociology (8 obras) · Pedagogy (6 obras) · Philosophy (6 obras) · Intercultural communication (5 obras) · Philosophy (5 obras) · Political science (4 obras) · Social Psychology (4 obras) · Social Psychology (4 obras)