معرفی
Chenyu Wang is an Assistant Professor of Anthropology at Hamilton College, specializing in the anthropology of education with a focus on student activism, education reform, and the intersection of politics and ethics. Her research spans multiple contexts including China and predominantly White institutions in the United States.
- Appointed to Hamilton College faculty in 2019
- Research affiliate with the Teachers in the Movement Project at University of Virginia
- Teaches courses in Education Studies, Anthropology of Education, Race, and International Development
Dr. Wang's research interests explore how young people engage in social change through out-of-school programs in China and examine student activism experiences in predominantly White colleges. She critically analyzes the discourse of "diversity and inclusion" and investigates critical pedagogy in global contexts. Her work bridges comparative education with anthropological perspectives on moral development and political engagement.
Her recent publications reveal consistent engagement with themes of elite education, race, and global citizenship. The article trends show increasing focus on Whiteness studies in predominantly White institutions (2021-2024), continued examination of Chinese educational contexts (2018-2022), and foundational work in global citizenship education (2016-2020). The research demonstrates methodological strengths in ethnographic approaches to studying educational institutions and student experiences.
Professional affiliations include membership in the American Anthropological Association, American Educational Research Association, Comparative and International Education Society, and History of Education Society.
Dr. Wang's educational background includes a Ph.D. from the University of Virginia, an M.A. from the University of Maryland, College Park, and a B.A. from the University of International Relations. Before joining Hamilton, she served as a research associate at the Center for Race and Public Education in the South at UVA.
