Adjunct Associate Professor
Michael Mu
Faculty of Creative Industries, Education & Social Justice,
School of Teacher Education & Leadership
Biography
Dr Michael Mu is Principal Research Fellow and Associate Professor at Queensland University of Technology. His ARC-DECRA ($418,489.94) is concerned with culture, class, and resilience. Michael has published five scholarly books and over 50 scholarly papers including journal articles and book chapters. Over 65% of his journal articles appear in Q1 journals. Over the years, Michael has developed three areas of research expertise: building resilience in (im)migration and multicultural contexts; negotiating Chineseness in diasporic contexts; and developing teacher professionalism in inclusive education contexts. To grapple with the research problems emerging from the aforementioned three areas, Michael draws on theories of sociology of education (e.g., Bourdieu's reflexive and relational sociology) as well as mixed methods and quantitative approaches (e.g., social network analysis, structural equation modelling, factor analysis, hierarchical linear regression, non-parametric test, meta-analysis, path analysis, process analysis, Multiple Correspondence Analysis, and Item Response Theory). Michael is the Coordinator of Research Master's Programs in QUT's Faculty of Education. He is the Associate Editor of the International Journal of Disability, Development, and Education; an editorial board member for the prestigious Chinese journal of 北京师范大学学报 [Journal of Beijing Normal University]; and an invited panelist of the Rapid Review Program of the journal of Educational Philosophy and Theory. In addition to his editorial roles, Michael reviews numerous scholarly journals. Before taking the position at QUT, Michael was a school teacher, a lecturer at Beijing Normal University in China, and a post-doctoral scholar at the University of Calgary in Canada.Personal details
Positions
- Adjunct Associate Professor
Faculty of Creative Industries, Education & Social Justice,
School of Teacher Education & Leadership
Keywords
sociology of education, Bourdieu, quantitative research (e.g., SEM, SNA) and mixed methods research, child and youth resilience, floating children and left-behind children in China, Chinese diaspora, teacher education in China, international doctoral workshop, Teacher Education and Professional Learning (TEPL)
Research field
Education Systems
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008
Qualifications
- Doctor of Philosophy (Queensland University of Technology)
Professional memberships and associations
Editorial Board, 北京师范大学学报 [Journal of Beijing Normal University] (Top Tier Chinese Journal) http://wkxb.bnu.edu.cn/CN/1002-0209/home.shtml Associate Editor of the International Journal of Disability, Development, and Education
Teaching
- EDN611 Conducting and Evaluating Educational Research (March 2016 - June 2019)
- EDN612 Shaping an Educational Research Project (2019)
Publications
- Mu, M. & Pang, B. (2019). Interpreting the Chinese diaspora: Identity, socialisation, and resilience according to Pierre Bourdieu (Routledge Studies on Asia in the World). Routledge. https://eprints.qut.edu.au/124686
- Mu, M., (2018). Building resilience of floating children and left-behind children in China: Power, politics, participation, and education (Routledge Research in Educational Equality and Diversity). Routledge. https://eprints.qut.edu.au/215455
- Mu, M., Hu, Y. & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education, 67, 125–134. https://eprints.qut.edu.au/108042
- Mu, M. & Hu, Y. (2016). Validation of the Chinese version of the 12-item Child and Youth Resilience Measure. Children and Youth Services Review, 70, 332–339. https://eprints.qut.edu.au/99781
- Mu, M. & Hu, Y. (2016). Living With Vulnerabilities and Opportunities in a Migration Context: Floating Children and Left-behind Children in China. Sense Publishers. https://eprints.qut.edu.au/101287
- Mu, M., Dooley, K. & Luke, A. (2019). Bourdieu and Chinese education: Inequality, competition, and change. Routledge. https://eprints.qut.edu.au/122747
- Mu, M., Liang, W., Lu, L. & Huang, D. (2018). Building pedagogical content knowledge within professional learning communities: An approach to counteracting regional education inequality. Teaching and Teacher Education, 73, 24–34. https://eprints.qut.edu.au/223618
- Mu, M., (2016). Learning Chinese as a heritage language: An Australian perspective. Multilingual Matters. https://eprints.qut.edu.au/87669
- Mu, M. & Dooley, K. (2015). Coming into an inheritance: family support and Chinese Heritage Language learning. International Journal of Bilingual Education and Bilingualism, 18(4), 501–515. https://eprints.qut.edu.au/74140
- Mu, M., (2015). A meta-analysis of the correlation between heritage language and ethnic identity. Journal of Multilingual and Multicultural Development, 36(3), 239–254. https://eprints.qut.edu.au/80160
QUT ePrints
For more publications by Michael, explore their research in QUT ePrints (our digital repository).
Awards
- Type
- Funding Award
- Reference year
- 2017
- Details
- Discovery Early Career Researcher Award (DECRA) - Australian Research Council (ARC)
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2013
- Details
- Ray Debus Award for Doctoral Research in Education
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2019
- Details
- Vice-Chancellor's Award for Excellence
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2011
- Details
- Vice-Chancellor's Performance Award
- Type
- Editorial Role for an Academic Journal
- Reference year
- 2019
- Details
- Board Member, Journal of Beijing Normal University (Top Tier Chinese Journal)
- Type
- Editorial Role for an Academic Journal
- Reference year
- 2014
- Details
- Associate Editor (International Journal of Disability, Development, and Education; SSCI)
- Type
- Reviewer for an Academic Journal
- Reference year
- 2020
- Details
- Invited Rapid Review Panellist (Educational Philosophy and Theory, Q1)
- Type
- Membership of Review Panels on Prestigious Grant Applications
- Reference year
- 2019
- Details
- ARC Detailed Assessor (2019 & 2020 Discovery)
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2017
- Details
- Outstanding Reviewer Award (Teaching and Teacher Education, Q1)
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2012
- Details
- Best Paper Award
Selected research projects
- Title
- Resilience, Culture, and Class: A Sociological Study of Australian Students
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DE180100107
- Start year
- 2018
- Keywords
- Title
- Enhancing Science, Technology, Engineering and Mathematics (STEM) Education through collaborative research partnerships in the Asia Pacific Region
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- ACSRF00982
- Start year
- 2012
- Keywords
Projects listed above are funded by Australian Competitive Grants. Projects funded from other sources are not listed due to confidentiality agreements.
Supervision
Completed supervisions (Doctorate)
- Brains, Beneficial Beliefs, and Science Achievement (2021)
- Constructing a Validity Argument for a Locally Developed Test of English Reading Proficiency (2021)
- Grammar and Vocabulary Testing in the Senior High School Entrance English Test in China: A Washback Study from a Learning Oriented Assessment Perspective (2020)
- School-Family Relationships in Diverse Australia: A Sociological Case Study of the Connections between a School Community and Parents from an Afghan Refugee Background (2020)
- From University Graduates to Teachers in Disadvantaged Schools: A Sociological Study of Participation in an Alternative Teacher Recruitment Program (2018)
- Students' ethnolinguistic identities in multiethnic, Bilingual Education classrooms in Sri Lanka (2018)