Hangyan Lu
Biographic Data
| ID | 6559664 |
|---|---|
| NAME | Hangyan Lu |
| GIVEN NAMES | Hangyan |
| FAMILY NAME | Lu |
| SIGNATURE | LU H |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-0619-7759 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
English academic writing for academic purposes and beyond: The experiences of undergraduate students in Hong Kong
Drawing on an academic literacies approach to understand writing as a social practice, this paper explores the experiences of how undergraduate students make sense of and engage with English academic writing conventions in relation to their writing purposes. We traced the writing process of 12 undergraduate students in Hong Kong over the course of two semesters and invited them to talk over their texts at three different stages of their writing p…
Pastoral care as shared responsibility: Teachers’ perspectives in a private teaching college in Hong Kong
The paper explores teachers’ endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student suppo…
Toward multi-dimensional and developmental notion of researcher positionality
Purpose The purpose of this paper is to argue for a multi-dimensional and developmental notion of researcher positionality in conducting qualitative research, in lieu of the dichotomous notion of outsider and insider. The former emphasizes the agentive role researchers play in knowledge production, whereas the latter has been much challenged as oversimplified and insufficient in understanding the dynamic interactions in which field researchers en…
Caring teacher and sensitive student: Is it a gender issue in the university context
While there is abundant scholarship discussing gendered discourse on care in early childhood and compulsory education, little exploration has been made to explore whether care might also be gendered in higher education. This article, based on data from a year-long narrative study, examines the conceptualisation of care and its effects on teaching and learning in the university context with a gender lens. It on the one hand reveals an implicit but…
I Would Study Harder if I Was a Girl”: Gendered Narratives of Low-Achieving Male and High-Achieving Female EFL Learners
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Rethinking Game-based Learning from a Gender Perspective: A Case Study of a Male English Language Learner in China
As game-based learning gains more and more scholarly recognition, this article proposes to incorporate a gender concern with a critical perspective into the concept. The aim of this study is to explore how far such a concern can enhance the understanding of game-based learning. To this end, an ethnographic case study of a male English language learner at a Chinese university was conducted, with Harding’s (1986) three levels of gender as the analy…
Toward multi-dimensional and developmental notion of researcher positionality
Purpose The purpose of this paper is to argue for a multi-dimensional and developmental notion of researcher positionality in conducting qualitative research, in lieu of the dichotomous notion of outsider and insider. The former emphasizes the agentive role researchers play in knowledge production, whereas the latter has been much challenged as oversimplified and insufficient in understanding the dynamic interactions in which field researchers en…
Caring teacher and sensitive student: Is it a gender issue in the university context
While there is abundant scholarship discussing gendered discourse on care in early childhood and compulsory education, little exploration has been made to explore whether care might also be gendered in higher education. This article, based on data from a year-long narrative study, examines the conceptualisation of care and its effects on teaching and learning in the university context with a gender lens. It on the one hand reveals an implicit but…
I Would Study Harder if I Was a Girl”: Gendered Narratives of Low-Achieving Male and High-Achieving Female EFL Learners
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Rethinking Game-based Learning from a Gender Perspective: A Case Study of a Male English Language Learner in China
As game-based learning gains more and more scholarly recognition, this article proposes to incorporate a gender concern with a critical perspective into the concept. The aim of this study is to explore how far such a concern can enhance the understanding of game-based learning. To this end, an ethnographic case study of a male English language learner at a Chinese university was conducted, with Harding’s (1986) three levels of gender as the analy…
I Would Study Harder if I Was a Girl”: Gendered Narratives of Low-Achieving Male and High-Achieving Female EFL Learners
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Caring teacher and sensitive student: Is it a gender issue in the university context
While there is abundant scholarship discussing gendered discourse on care in early childhood and compulsory education, little exploration has been made to explore whether care might also be gendered in higher education. This article, based on data from a year-long narrative study, examines the conceptualisation of care and its effects on teaching and learning in the university context with a gender lens. It on the one hand reveals an implicit but…
Toward multi-dimensional and developmental notion of researcher positionality
Purpose The purpose of this paper is to argue for a multi-dimensional and developmental notion of researcher positionality in conducting qualitative research, in lieu of the dichotomous notion of outsider and insider. The former emphasizes the agentive role researchers play in knowledge production, whereas the latter has been much challenged as oversimplified and insufficient in understanding the dynamic interactions in which field researchers en…
Pastoral care as shared responsibility: Teachers’ perspectives in a private teaching college in Hong Kong
The paper explores teachers’ endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student suppo…
English academic writing for academic purposes and beyond: The experiences of undergraduate students in Hong Kong
Drawing on an academic literacies approach to understand writing as a social practice, this paper explores the experiences of how undergraduate students make sense of and engage with English academic writing conventions in relation to their writing purposes. We traced the writing process of 12 undergraduate students in Hong Kong over the course of two semesters and invited them to talk over their texts at three different stages of their writing p…
Sociology (6 works) · Psychology (5 works) · Pedagogy (4 works) · Political science (4 works) · Gender Studies in Language (3 works) · Narrative (3 works) · Agency (philosophy (2 works) · EFL/ESL Teaching and Learning (2 works) · Gender Studies (2 works) · Gender Studies (2 works)