Dr. Zhang Huajun is currently an associate professor at the Institute of Teacher Education Research Faculty of Education at Beijing Normal University, a Key Research Institute of Humanities and Social Sciences in Universities of Ministry of Education. She received her Ph.D. in philosophy of education from Florida State University (US). She has been teaching at Beijing Normal University for ten years. Associate professor Zhang’s main research fields are philosophy of education and teacher education.

 

She works academically and practically on the humanistic approach for teacher development and education reform in general. Her major work includes the English monograph John Dewey, Liang Shuming and China’s Education Reform: Cultivate Individuality (Lanham, MD: Lexington Books, 2013), co-edited English book Quality of Teacher Education and Learning: Theory and Practice (Springer, 2017). 

 

Email：zhanghj@bnu.edu.cn

 

 

EDUCATION

Ph.D. in philosophy of education, Florida State University, U.S. (2009)

M.A. in comparative education, University of London, U.K. (2004)

B.A. in history, Nanjing University, China (2003)

 

 

ACADEMIC POSITION

Associate Professor, Center for Teacher Education Research, Faculty of Education, Beijing Normal University, China.

 

 

COURSES TAUGHT

Theoretical Foundation of Education (required course for graduate students)

Teachers in Films and Literature (selective course for graduate students)

Education and National Development (selective course for International MA students)

Thoughts on Teachers and Teacher Education (graduate course)

 

 

BOOK

Zhang, Huajun, John Dewey, Liang Shuming and China’s Education Reform: Cultivating Individuality. Lexington Books, May 2013.

 

 

ACADEMIC PAPER

Zhang, Huajun, “Living in a Qualitative World: A Response to Michael Slote’s ‘Integrating Chinese with Western Philosophy’”. Educational Philosophy and Theory, 2020. DOI: 10.1080/00131857.2020.1711550

Zhang, Huajun, Dewey and Chinese Education: A Centennial Reflection, Beijing International Review of Education, Issue 1, no. 4, 2019: 1-6.

Zhang Huajun, Some Dialogue Not Yet Happened: A response to Michael Peters’ “100 Years of Dewey in China, 1919-1921: A Reassessment”, Beijing International Review of Education, Issue 1, no. 1, 2019: 35-38.

Mu Guanglun, Zhang Huajun (corresponding author), Chen Wei, Fang Yangyang, Li Shuguang, Wang Xiangxu, Karen Dooley, Negotiating Scholarly Identity Through An International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education. Journal of Studies in International Education. Vol. 23, No. 1, 2019: 139-153.

Zhang, Huajun, Zhu Xiaoman, Seeing the Students: The Affective-Humanistic Approach of Teaching Study. Studies in Educational Sciences (Chinese), 2019, 3: 10-15.

Zhang, Huajun，“Re-imagine Educational Research on Teaching: An Interview with Dr. David Hansen” in Zhu, Goodwin, Zhang eds. Quality of Teacher Education and Learning: Theory and Practice. Springer, 2017.

Zhang, Huajun, “A Whole Self: An Educational Review of John Dewey’s Idea of Religion in His Later Works”, Journal of Educational Studies (Chinese), Vol. 12, No. 3, 2016: 68-78.

Zhang, Huajun, “A Vision for One’s Own Life: Lessons from Hu Shi and Liang Shuming on Education in China”, in Zhao, G. & Deng, Z. (eds.), Re- Envisioning Chinese Education: The Meaning of Person-Making in a New Age. Routledge, 2016.

Zhang, Huajun, On Teachers as Researchers: Applying for the Research Thinking, Journal of Educational Studies (Chinese), Vol.10 , No. 1, Feb. 2014：24-32.

Zhang, Huajun & Ye, Juyan, The Humanistic Approach on Teacher Education Research in the West, Teacher Education Research (Chinese), Vol. 26, no. 1, 2014: 103-108.

Zhang, Huajun, Individuality beyond the Dichotomy of “Small Self, Big Self” in China’s Education Reform: Lessons from Hu Shi and Liang Shuming, Frontiers of Education in China, vol. 8, no. 4, 2013: 540-558.

Zhang, Huajun, “Liang Shuming: A Person with Cheng”, in Zha, Q. (ed.), Education in China: An Encyclopedic Handbook of Educational History, Models, and Initiatives, Great Barrington, MA: Berkshire Publishing, 2013.

Zhang, Huajun and Zhu Xudong, “On the Conception of Teachers’ Professional Spirituality,” Teacher Education Research (Chinese), Vol. 24, no. 3 (May 2012): 1-10.

Zhang, Huajun, “The Role of Theory Learning in Teacher Preparation Programs: A Discussion Based on John Dewey’s Thoughts,” Journal of Educational Studies (Chinese), Vol. 8, no. 2 (April 2012): 20-28.

Jeffrey Ayaly Milligan, Enoch Stanfill, Anton Widyanto, Huajun Zhang, “Philosophers without Borders? Toward a Comparative Philosophy of Education”, Educational Studies, 47 (2011): 50-70.

Zhang, Huajun and Jeffrey Ayala Milligan, “Self-Enlightenment in the Context of Radical Social Change: A Neo-Confucian Critique of John Dewey’s Conception of Intelligence,” Journal of Thought, Vol. 45, no. 1/2 (Spring/Summer 2010): 29-41.

Zhang, Huajun, “Cultivating an Inclusive Individuality: Critical Reflections on the Idea of Quality Education in Contemporary China”. Frontiers of Education in China, Vol. 5, no. 2 (2010): 222-237.

 

 

INVITED KEYNOTE SPEECH

Zhang, Huajun“The possibility of intercultural dialogue: humanities beyond East-West dichotomy”，Inaugural Seminar of the Center for East- West Studies in Education, Hangzhou Normal University, Hangzhou, June 20-22, 2019.

Zhang, Huajun, “Being Self? The Imagination and Creation in Daily Life”, China Academy of Art, Hangzhou, December 11, 2018.

Zhang, Huajun, “Learning about Being Self: The Creative Self-transformation in Daily Life Experience”, The Re-innovation of Humanistic Knowledge and Thoughts: A Perspective from Multiple Disciplines. Peking University, Beijing, November 30 – December 2, 2018.

Zhang, Huajun, “Cultivate Unique but Inclusive Individuality in Curriculum Studies: A Contemporary Dialogue with Dewey and Liang Shuming”, The 16th Shanghai International Curriculum Forum: Centennial of Curriculum Studies: Commencement and Imagination, East China Normal University, Shanghai, November 2-3, 2018.

 

 

Research Area

Philosophy of Education and Teacher Education

 

 

Selected Publication

the English monograph John Dewey;

Liang Shuming and China’s Education Reform: Cultivate Individuality (Lanham, MD: Lexington Books, 2013);

Quality of Teacher Education and Learning: Theory and Practice (Springer, 2017).