Jinting Wu
Biographic Data
| ID | 3638803 |
|---|---|
| NAME | Jinting Wu |
| GIVEN NAMES | Jinting |
| FAMILY NAME | Wu |
| SIGNATURE | WU J |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0002-5233-1659 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Exploring the diversity and determinants of various depression symptoms in youth: Analysis based on the living environments of university students
The findings support a spectrum-based view of depression and highlight the need for multidimensional, personalized mental health interventions targeting high-risk student subgroups
Urbanization, Aid, and Education: The Mobility Risk of Chinese Women in the Hollowing Village
This paper examines the experience of rural minority girls and women in China's “hollowing out” countryside after massive transfer of rural labor to cities. We explore how urbanization, poverty alleviation initiatives, education, and patriarchal structure produce complex terrains through which marginalized rural females negotiate upward mobility against odds. Rural girls' and women's accounts reveal the “mobility risk” of a most vulnerable popula…
The paradox of in/exclusion: Special education schools as transient spaces of marginality and relationality in contemporary China
While China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusio…
A hierarchy of aspirations within a field of educational possibilities: The futures of Chinese immigrants in Luxembourg
How immigrants frame their futures through enacting differential aspirations is undertheorised in migration and diasporic studies. This ethnographic study presents three groups of Chinese immigrants in Luxembourg and their differential engagements with education as part of the aspirational project of future making: second-generation youth born into upper-middle-class professional families, second-generation youth with blue-collar restaurant paren…
From Researcher to Human Being: Fieldwork as Moral Laboratories
This paper explores ethnographic fieldwork as moral laboratories. Drawing upon two episodes in my field encounters in Southwest China, I illustrate the nature of our method as a form of moral striving and experimentation. Fieldwork is a stage where practical actions become vulnerable ethical dramas in search for the situated good. Fieldwork recasts the ethnographer from researcher to human being and enacts the ethics of care and moral transformat…
Mothering Special Children: Negotiating Gender, Disability, and Special Education in Contemporary China
In this research article, Jinting Wu examines the lived experiences of mothers raising and educating children with disabilities in contemporary China. In the national project of cultivating “quality” citizens, and in the individual pursuit of successful child-rearing, mothers of special children in China are viewed as deficient for conceiving “less-than-perfect” offspring. Drawing on an ethnographic study in a special education school in Guangzho…
Loganin ameliorates cartilage degeneration and osteoarthritis development in an osteoarthritis mouse model through inhibition of NF-κB activity and pyroptosis in chondrocytes
Navigating the educational pathway: Intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg
Based on nine months of ethnographic fieldwork, this article explores the contested roles of education in the intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg. It offers an account of how immigrant youth and parents exhibited particular cultural orientations and social ties that helped them gain collective wellbeing yet also produced intergenerational and cross-cultural tensions in childrearing and scho…
Transnational strategies and lifelong learning in the shadow of citizenship: Chinese migrants in the Grand Duchy of Luxembourg
The Chinese are one of the oldest immigrant communities in Europe, and in some countries among the most economically successful. Media portraits of immigrant Chinese, however, are often filtered through racialised stereotypes, as culturally insular and economically savvy opportunists working in low-end take-outs, retails, and garment workshops. Based on ethnographic research conducted in a small European state Luxembourg, this article examines di…
Confucian revival and the hybrid educational narratives in contemporary China: A critical rethinking of scale in globalisation and education
Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disen…
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers
Drawing from ethnographic fieldwork in two ethnic villages in Southwest China, this article examines rural teachers' performative engagement with education reform, audit culture, and neoliberal market mandates in their daily practices. Teachers are at once pedagogical agents, street-level bureaucrats, and tourism entrepreneurs who both perform to and resist the dominant state and market ideologies. Teachers' creative tactics and hybrid subjectivi…
Macau higher education expansion in flux: A Critical Spatial Perspective
In the former Portuguese colony, Macau, higher education is gaining more importance in the post-1999 era in local talent-building and regional integration to safeguard its socioeconomic sustainability. This paper is based on a recent and ‘innovative’ development in the arena of higher education in the territory, a creation of new space in mainland China for a local public university. By adopting a critical spatial perspective, we examine this idi…
The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies
Ethnic Tourism and the Big Song: Public Pedagogies and the Ambiguity of Environmental Discourse in Southwest China
The article examines two forms of public pedagogies in a rural region of Southwest China—tourism and ethnic songs—to illustrate their contested roles in transforming local relations with natural and built environment. While tourism development daily alters the village landscape by spatial intervention, demolition, and construction, the ‘landscaping’ is both a visual and conceptual device that produces a pleasurable environment as the ‘other’ and …
Governing Suzhi and Curriculum Reform in Rural Ethnic China: Viewpoints From the Miao and Dong Communities in Qiandongnan
This article examines the uptake of suzhi—roughly glossed as “quality”—in China’s recent curriculum reform called suzhi jiaoyu (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of suzhi to map out its cultural politics in contemporary China. Agamben’s theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of…
Disenchantment and participatory limits of compulsory education: Lessons from Southwest China
Despite the state’s unrelenting efforts to enforce compulsory basic education, schooling in rural ethnic China remains an elusive ideal that leads to massive dropout and prepares many only for factory sweatshops. Based on 16 months of ethnographic research, this article examines the disjuncture between the official education policy known as the Two Basics Project (TBP) and the lived practices and beliefs observed in two rural ethnic communities. …
Education, Cultural Identity, and the Nation-State
A hierarchy of aspirations within a field of educational possibilities: The futures of Chinese immigrants in Luxembourg
How immigrants frame their futures through enacting differential aspirations is undertheorised in migration and diasporic studies. This ethnographic study presents three groups of Chinese immigrants in Luxembourg and their differential engagements with education as part of the aspirational project of future making: second-generation youth born into upper-middle-class professional families, second-generation youth with blue-collar restaurant paren…
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
Governing Suzhi and Curriculum Reform in Rural Ethnic China: Viewpoints From the Miao and Dong Communities in Qiandongnan
This article examines the uptake of suzhi—roughly glossed as “quality”—in China’s recent curriculum reform called suzhi jiaoyu (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of suzhi to map out its cultural politics in contemporary China. Agamben’s theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of…
Disenchantment and participatory limits of compulsory education: Lessons from Southwest China
Despite the state’s unrelenting efforts to enforce compulsory basic education, schooling in rural ethnic China remains an elusive ideal that leads to massive dropout and prepares many only for factory sweatshops. Based on 16 months of ethnographic research, this article examines the disjuncture between the official education policy known as the Two Basics Project (TBP) and the lived practices and beliefs observed in two rural ethnic communities. …
From Researcher to Human Being: Fieldwork as Moral Laboratories
This paper explores ethnographic fieldwork as moral laboratories. Drawing upon two episodes in my field encounters in Southwest China, I illustrate the nature of our method as a form of moral striving and experimentation. Fieldwork is a stage where practical actions become vulnerable ethical dramas in search for the situated good. Fieldwork recasts the ethnographer from researcher to human being and enacts the ethics of care and moral transformat…
Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers
Drawing from ethnographic fieldwork in two ethnic villages in Southwest China, this article examines rural teachers' performative engagement with education reform, audit culture, and neoliberal market mandates in their daily practices. Teachers are at once pedagogical agents, street-level bureaucrats, and tourism entrepreneurs who both perform to and resist the dominant state and market ideologies. Teachers' creative tactics and hybrid subjectivi…
Ethnic Tourism and the Big Song: Public Pedagogies and the Ambiguity of Environmental Discourse in Southwest China
The article examines two forms of public pedagogies in a rural region of Southwest China—tourism and ethnic songs—to illustrate their contested roles in transforming local relations with natural and built environment. While tourism development daily alters the village landscape by spatial intervention, demolition, and construction, the ‘landscaping’ is both a visual and conceptual device that produces a pleasurable environment as the ‘other’ and …
Transnational strategies and lifelong learning in the shadow of citizenship: Chinese migrants in the Grand Duchy of Luxembourg
The Chinese are one of the oldest immigrant communities in Europe, and in some countries among the most economically successful. Media portraits of immigrant Chinese, however, are often filtered through racialised stereotypes, as culturally insular and economically savvy opportunists working in low-end take-outs, retails, and garment workshops. Based on ethnographic research conducted in a small European state Luxembourg, this article examines di…
Macau higher education expansion in flux: A Critical Spatial Perspective
In the former Portuguese colony, Macau, higher education is gaining more importance in the post-1999 era in local talent-building and regional integration to safeguard its socioeconomic sustainability. This paper is based on a recent and ‘innovative’ development in the arena of higher education in the territory, a creation of new space in mainland China for a local public university. By adopting a critical spatial perspective, we examine this idi…
The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies
Urbanization, Aid, and Education: The Mobility Risk of Chinese Women in the Hollowing Village
This paper examines the experience of rural minority girls and women in China's “hollowing out” countryside after massive transfer of rural labor to cities. We explore how urbanization, poverty alleviation initiatives, education, and patriarchal structure produce complex terrains through which marginalized rural females negotiate upward mobility against odds. Rural girls' and women's accounts reveal the “mobility risk” of a most vulnerable popula…
Navigating the educational pathway: Intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg
Based on nine months of ethnographic fieldwork, this article explores the contested roles of education in the intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg. It offers an account of how immigrant youth and parents exhibited particular cultural orientations and social ties that helped them gain collective wellbeing yet also produced intergenerational and cross-cultural tensions in childrearing and scho…
Confucian revival and the hybrid educational narratives in contemporary China: A critical rethinking of scale in globalisation and education
Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disen…
Education, Cultural Identity, and the Nation-State
Governing Suzhi and Curriculum Reform in Rural Ethnic China: Viewpoints From the Miao and Dong Communities in Qiandongnan
This article examines the uptake of suzhi—roughly glossed as “quality”—in China’s recent curriculum reform called suzhi jiaoyu (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of suzhi to map out its cultural politics in contemporary China. Agamben’s theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of…
Disenchantment and participatory limits of compulsory education: Lessons from Southwest China
Despite the state’s unrelenting efforts to enforce compulsory basic education, schooling in rural ethnic China remains an elusive ideal that leads to massive dropout and prepares many only for factory sweatshops. Based on 16 months of ethnographic research, this article examines the disjuncture between the official education policy known as the Two Basics Project (TBP) and the lived practices and beliefs observed in two rural ethnic communities. …
The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies
Ethnic Tourism and the Big Song: Public Pedagogies and the Ambiguity of Environmental Discourse in Southwest China
The article examines two forms of public pedagogies in a rural region of Southwest China—tourism and ethnic songs—to illustrate their contested roles in transforming local relations with natural and built environment. While tourism development daily alters the village landscape by spatial intervention, demolition, and construction, the ‘landscaping’ is both a visual and conceptual device that produces a pleasurable environment as the ‘other’ and …
Macau higher education expansion in flux: A Critical Spatial Perspective
In the former Portuguese colony, Macau, higher education is gaining more importance in the post-1999 era in local talent-building and regional integration to safeguard its socioeconomic sustainability. This paper is based on a recent and ‘innovative’ development in the arena of higher education in the territory, a creation of new space in mainland China for a local public university. By adopting a critical spatial perspective, we examine this idi…
Confucian revival and the hybrid educational narratives in contemporary China: A critical rethinking of scale in globalisation and education
Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disen…
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers
Drawing from ethnographic fieldwork in two ethnic villages in Southwest China, this article examines rural teachers' performative engagement with education reform, audit culture, and neoliberal market mandates in their daily practices. Teachers are at once pedagogical agents, street-level bureaucrats, and tourism entrepreneurs who both perform to and resist the dominant state and market ideologies. Teachers' creative tactics and hybrid subjectivi…
Navigating the educational pathway: Intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg
Based on nine months of ethnographic fieldwork, this article explores the contested roles of education in the intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg. It offers an account of how immigrant youth and parents exhibited particular cultural orientations and social ties that helped them gain collective wellbeing yet also produced intergenerational and cross-cultural tensions in childrearing and scho…
Transnational strategies and lifelong learning in the shadow of citizenship: Chinese migrants in the Grand Duchy of Luxembourg
The Chinese are one of the oldest immigrant communities in Europe, and in some countries among the most economically successful. Media portraits of immigrant Chinese, however, are often filtered through racialised stereotypes, as culturally insular and economically savvy opportunists working in low-end take-outs, retails, and garment workshops. Based on ethnographic research conducted in a small European state Luxembourg, this article examines di…
Mothering Special Children: Negotiating Gender, Disability, and Special Education in Contemporary China
In this research article, Jinting Wu examines the lived experiences of mothers raising and educating children with disabilities in contemporary China. In the national project of cultivating “quality” citizens, and in the individual pursuit of successful child-rearing, mothers of special children in China are viewed as deficient for conceiving “less-than-perfect” offspring. Drawing on an ethnographic study in a special education school in Guangzho…
Loganin ameliorates cartilage degeneration and osteoarthritis development in an osteoarthritis mouse model through inhibition of NF-κB activity and pyroptosis in chondrocytes
From Researcher to Human Being: Fieldwork as Moral Laboratories
This paper explores ethnographic fieldwork as moral laboratories. Drawing upon two episodes in my field encounters in Southwest China, I illustrate the nature of our method as a form of moral striving and experimentation. Fieldwork is a stage where practical actions become vulnerable ethical dramas in search for the situated good. Fieldwork recasts the ethnographer from researcher to human being and enacts the ethics of care and moral transformat…
A hierarchy of aspirations within a field of educational possibilities: The futures of Chinese immigrants in Luxembourg
How immigrants frame their futures through enacting differential aspirations is undertheorised in migration and diasporic studies. This ethnographic study presents three groups of Chinese immigrants in Luxembourg and their differential engagements with education as part of the aspirational project of future making: second-generation youth born into upper-middle-class professional families, second-generation youth with blue-collar restaurant paren…
The paradox of in/exclusion: Special education schools as transient spaces of marginality and relationality in contemporary China
While China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusio…
Exploring the diversity and determinants of various depression symptoms in youth: Analysis based on the living environments of university students
The findings support a spectrum-based view of depression and highlight the need for multidimensional, personalized mental health interventions targeting high-risk student subgroups
Urbanization, Aid, and Education: The Mobility Risk of Chinese Women in the Hollowing Village
This paper examines the experience of rural minority girls and women in China's “hollowing out” countryside after massive transfer of rural labor to cities. We explore how urbanization, poverty alleviation initiatives, education, and patriarchal structure produce complex terrains through which marginalized rural females negotiate upward mobility against odds. Rural girls' and women's accounts reveal the “mobility risk” of a most vulnerable popula…
Sociology (15 works) · Political science (13 works) · China (9 works) · Gender Studies (9 works) · Law (8 works) · Social science (8 works) · Pedagogy (7 works) · Gender Studies (5 works) · Law (5 works) · Politics (5 works)