Weili Zhao
Biographic Data
| ID | 3701258 |
|---|---|
| NAME | Weili Zhao |
| GIVEN NAMES | Weili |
| FAMILY NAME | Zhao |
| SIGNATURE | ZHAO W |
| AFFILIATIONS | Hangzhou Normal University |
| ORCID | 0000-0002-0552-9347 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Using the HBSC Symptom Checklist to measure junior secondary school students’ psychosomatic complaints in the Chinese Mainland: Rasch-based validation, population-based norm, and norm-referenced scori…
The Mandarin Chinese HBSC-SCL demonstrates satisfactory psychometric properties and performs well in the Chinese Mainland context. It provides concise self-reported PSC measures for junior secondary school students, potentially applicable to a broader Chinese-speaking population. Its ease of administration, scoring, and interpretation makes it suitable for routine school monitoring, large-scale population surveys, and clinical applications. Addit…
Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution
Decolonial studies, initiated by Southern scholars, scrutinize the coloniality of power, knowledge, and being as a constitutive condition of Western modernity, and explicate otherwise suppressed non-Western onto-epistemes. This paper examines Chinese academia's ‘building Chinese education’ as a decolonial, ‘self-awakening’, effort against the Euro-centric global structure of knowledge (re)production. Reading into 334 journal articles published be…
Laughing off modernity into a Daoist movement in a college classroom in China: A decolonial and feminist materialist unpacking
Epistemological flashpoints in China’s ‘person-making’ education with reinvoked cultural discourses: Lideshuren as an example
As an imprint and reinvigoration of Confucian culture, China foregrounds its 21st-century state-run education as to make national(istic) citizens, reinvoking lideshuren (establishing personhood by cultivating moral excellence) as its signature discourse beyond Western frameworks. Drawing upon Foucault’s thinking, this article untangles China’s effort as being epistemologically vexed in three steps. First, I pick up Foucault’s interpellation on la…
Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies: With and beyond Foucault
This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers’ interview texts, we find Hong Kong teachers are both morally divided and redeemed as an effect of th…
Historicizing translation as (de)colonial practices: China's 1867 debate on learning western sciences as an example
This paper examines translation as a political-textual-epistemological battlefield of colonialism-coloniality and counter wise, which construes and constructs day-to-day communications/confrontations between people both within and across empires. It examines the Tongwen Guan 1867 debate on calling on prospective Confucian scholars to learn Western sciences as an eventful site of such translational practices. Reading into the Qing memorial texts a…
Introduction: Critiquing the Onto-Epistemic Coloniality of Modernity in/Beyond Education
Non/Representational
Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example
Epistemicide happens when globalizing West-centric discourses and practices dominate non-Western societies, suppressing and killing the latter’s cultural systems of knowledge production. Though scholars worldwide are starting to recognize this fact, China is still forcefully transplanting Western policies and practices in the name of “going global,” and of catching up with, and even surpassing, the West. One example is China’s ongoing suyang curr…
Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing
A Global Dialogue on Learning and Studying
Daoist Onto-Un-Learning as a Radical Form of Study: Re-imagining Study and Learning from an Eastern Perspective
China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault
As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 2…
Re-invigorating the being of language in educational studies: Unpacking Confucius' 'wind-pedagogy' inYijingas an exemplar
In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As a…
Observation' as China's civic education pedagogy and governance: An historical perspective and a dialogue with Michel Foucault
This paper examines China's civic education discourses from a historical and cross-cultural perspective. It unpacks observation as a political–cultural–spatial pedagogy, underpinning Confucius’ educational envisioning, Mao's domination in the Cultural Revolution Movement, and Xi's China/ese Dream propaganda. Drawing upon Foucault's provocation of the Western gaze, this paper historicizes Confucius, Mao, and Xi's discourses to explicate a Chinese …
Beyond Representation
China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with the Wind
With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China’s schooling is ta…
Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin–Yang Movement
Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond
The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in…
Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools
In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecologic…
Toward an educational sphereology: Air, wind, and materialist pedagogy
It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an e…
Prosternation, malaise et honte en éducation dans la Chine contemporaine ? La servitude volontaire comme nouveau mode de gouvernement
Depuis 1997, des étudiants sont appelés à se prosterner devant leurs parents ou leurs enseignants en signe de gratitude. L’examen des controverses nées de ces rituels met en évidence un assemblage ou un désassemblage de principes culturels et sociaux imbriqués dans les débats de la société chinoise contemporaine. L’article problématise ces principes culturels et historiques autour de trois dimensions croisées : confusion Soi-corps, tension identi…
Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought
Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, ea…
Teaching with Liangxin (Virtuous Heart) Held in Hands or Not: Untangling Self- and State-Governmentalization of Contemporary Chinese Teachers
Contemporary Chinese teachers are being transformed into morally divided subjects by institutional teacher-evaluation governance. They claim such institutional governance can "devour" their basic professional ethics of "teaching with liangxin", a reinvoked Confucian ethical notion. Then, how does liangxin work as a cultural governing thesis in historical and present Chinese society? How does such "devouring" become possible? In what ways are teac…
Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example
Epistemicide happens when globalizing West-centric discourses and practices dominate non-Western societies, suppressing and killing the latter’s cultural systems of knowledge production. Though scholars worldwide are starting to recognize this fact, China is still forcefully transplanting Western policies and practices in the name of “going global,” and of catching up with, and even surpassing, the West. One example is China’s ongoing suyang curr…
Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond
The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in…
China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault
As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 2…
Daoist Onto-Un-Learning as a Radical Form of Study: Re-imagining Study and Learning from an Eastern Perspective
Re-invigorating the being of language in educational studies: Unpacking Confucius' 'wind-pedagogy' inYijingas an exemplar
In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As a…
Introduction: Critiquing the Onto-Epistemic Coloniality of Modernity in/Beyond Education
Observation' as China's civic education pedagogy and governance: An historical perspective and a dialogue with Michel Foucault
This paper examines China's civic education discourses from a historical and cross-cultural perspective. It unpacks observation as a political–cultural–spatial pedagogy, underpinning Confucius’ educational envisioning, Mao's domination in the Cultural Revolution Movement, and Xi's China/ese Dream propaganda. Drawing upon Foucault's provocation of the Western gaze, this paper historicizes Confucius, Mao, and Xi's discourses to explicate a Chinese …
Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools
In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecologic…
Toward an educational sphereology: Air, wind, and materialist pedagogy
It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an e…
Historicizing translation as (de)colonial practices: China's 1867 debate on learning western sciences as an example
This paper examines translation as a political-textual-epistemological battlefield of colonialism-coloniality and counter wise, which construes and constructs day-to-day communications/confrontations between people both within and across empires. It examines the Tongwen Guan 1867 debate on calling on prospective Confucian scholars to learn Western sciences as an eventful site of such translational practices. Reading into the Qing memorial texts a…
Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin–Yang Movement
Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought
Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, ea…
Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution
Decolonial studies, initiated by Southern scholars, scrutinize the coloniality of power, knowledge, and being as a constitutive condition of Western modernity, and explicate otherwise suppressed non-Western onto-epistemes. This paper examines Chinese academia's ‘building Chinese education’ as a decolonial, ‘self-awakening’, effort against the Euro-centric global structure of knowledge (re)production. Reading into 334 journal articles published be…
Laughing off modernity into a Daoist movement in a college classroom in China: A decolonial and feminist materialist unpacking
Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing
A Global Dialogue on Learning and Studying
Teaching with Liangxin (Virtuous Heart) Held in Hands or Not: Untangling Self- and State-Governmentalization of Contemporary Chinese Teachers
Contemporary Chinese teachers are being transformed into morally divided subjects by institutional teacher-evaluation governance. They claim such institutional governance can "devour" their basic professional ethics of "teaching with liangxin", a reinvoked Confucian ethical notion. Then, how does liangxin work as a cultural governing thesis in historical and present Chinese society? How does such "devouring" become possible? In what ways are teac…
Prosternation, malaise et honte en éducation dans la Chine contemporaine ? La servitude volontaire comme nouveau mode de gouvernement
Depuis 1997, des étudiants sont appelés à se prosterner devant leurs parents ou leurs enseignants en signe de gratitude. L’examen des controverses nées de ces rituels met en évidence un assemblage ou un désassemblage de principes culturels et sociaux imbriqués dans les débats de la société chinoise contemporaine. L’article problématise ces principes culturels et historiques autour de trois dimensions croisées : confusion Soi-corps, tension identi…
Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought
Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, ea…
Teaching with Liangxin (Virtuous Heart) Held in Hands or Not: Untangling Self- and State-Governmentalization of Contemporary Chinese Teachers
Contemporary Chinese teachers are being transformed into morally divided subjects by institutional teacher-evaluation governance. They claim such institutional governance can "devour" their basic professional ethics of "teaching with liangxin", a reinvoked Confucian ethical notion. Then, how does liangxin work as a cultural governing thesis in historical and present Chinese society? How does such "devouring" become possible? In what ways are teac…
Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools
In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecologic…
Toward an educational sphereology: Air, wind, and materialist pedagogy
It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an e…
Beyond Representation
China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with the Wind
With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China’s schooling is ta…
Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin–Yang Movement
Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond
The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in…
Daoist Onto-Un-Learning as a Radical Form of Study: Re-imagining Study and Learning from an Eastern Perspective
China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault
As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 2…
Re-invigorating the being of language in educational studies: Unpacking Confucius' 'wind-pedagogy' inYijingas an exemplar
In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As a…
Observation' as China's civic education pedagogy and governance: An historical perspective and a dialogue with Michel Foucault
This paper examines China's civic education discourses from a historical and cross-cultural perspective. It unpacks observation as a political–cultural–spatial pedagogy, underpinning Confucius’ educational envisioning, Mao's domination in the Cultural Revolution Movement, and Xi's China/ese Dream propaganda. Drawing upon Foucault's provocation of the Western gaze, this paper historicizes Confucius, Mao, and Xi's discourses to explicate a Chinese …
Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example
Epistemicide happens when globalizing West-centric discourses and practices dominate non-Western societies, suppressing and killing the latter’s cultural systems of knowledge production. Though scholars worldwide are starting to recognize this fact, China is still forcefully transplanting Western policies and practices in the name of “going global,” and of catching up with, and even surpassing, the West. One example is China’s ongoing suyang curr…
Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing
A Global Dialogue on Learning and Studying
Non/Representational
Historicizing translation as (de)colonial practices: China's 1867 debate on learning western sciences as an example
This paper examines translation as a political-textual-epistemological battlefield of colonialism-coloniality and counter wise, which construes and constructs day-to-day communications/confrontations between people both within and across empires. It examines the Tongwen Guan 1867 debate on calling on prospective Confucian scholars to learn Western sciences as an eventful site of such translational practices. Reading into the Qing memorial texts a…
Introduction: Critiquing the Onto-Epistemic Coloniality of Modernity in/Beyond Education
Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies: With and beyond Foucault
This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers’ interview texts, we find Hong Kong teachers are both morally divided and redeemed as an effect of th…
Laughing off modernity into a Daoist movement in a college classroom in China: A decolonial and feminist materialist unpacking
Epistemological flashpoints in China’s ‘person-making’ education with reinvoked cultural discourses: Lideshuren as an example
As an imprint and reinvigoration of Confucian culture, China foregrounds its 21st-century state-run education as to make national(istic) citizens, reinvoking lideshuren (establishing personhood by cultivating moral excellence) as its signature discourse beyond Western frameworks. Drawing upon Foucault’s thinking, this article untangles China’s effort as being epistemologically vexed in three steps. First, I pick up Foucault’s interpellation on la…
Using the HBSC Symptom Checklist to measure junior secondary school students’ psychosomatic complaints in the Chinese Mainland: Rasch-based validation, population-based norm, and norm-referenced scori…
The Mandarin Chinese HBSC-SCL demonstrates satisfactory psychometric properties and performs well in the Chinese Mainland context. It provides concise self-reported PSC measures for junior secondary school students, potentially applicable to a broader Chinese-speaking population. Its ease of administration, scoring, and interpretation makes it suitable for routine school monitoring, large-scale population surveys, and clinical applications. Addit…
Problematizing the onto-epistemic return in 'building Chinese education' as a decolonial involution
Decolonial studies, initiated by Southern scholars, scrutinize the coloniality of power, knowledge, and being as a constitutive condition of Western modernity, and explicate otherwise suppressed non-Western onto-epistemes. This paper examines Chinese academia's ‘building Chinese education’ as a decolonial, ‘self-awakening’, effort against the Euro-centric global structure of knowledge (re)production. Reading into 334 journal articles published be…
Philosophy (20 works) · Sociology (20 works) · Epistemology (18 works) · Philosophy (13 works) · Political science (13 works) · Law (12 works) · Aesthetics (10 works) · China (10 works) · Global Education and Multiculturalism (10 works) · Global Educational Policies and Reforms (10 works)