معرفی
Jingjing Lou serves as Professor of Education & Youth Studies and Department Chair at Beloit College. Her academic journey includes a Ph.D. from Indiana University Bloomington, an M.A. from the University of North Carolina Chapel Hill, and a B.A. from Peking University, China. She teaches courses including Comparative & International Perspectives in Education, East Asian Education, and Ecology, Development & Education, emphasizing multicultural understanding and critical analysis of global educational systems.
Her educational background:
- Ph.D. in Education, Indiana University at Bloomington
- M.A. in Education, University of North Carolina at Chapel Hill
- B.A. in Education, Peking University, China
Dr. Lou's research centers on comparative and international education, with specialized focus on Chinese education and society, rural education, migrant children's education, and education for sustainable development. She investigates how rapid industrialization and urbanization in China reshape rural and migrant youth experiences through critical ethnography. Her scholarship examines discourse formations like 'suzhi' (quality) education, ecological changes in rural schooling, and the intersection of liberal arts with sustainability, always connecting research to pedagogical practice that challenges educational inequalities.
Analysis of her 15 most recent publications reveals consistent longitudinal engagement with Northwest China's educational ecology since 2005. Her work demonstrates methodological evolution from case studies of rural schools to transnational collaborative autoethnography, with thematic progression from urban-rural divides toward pluriversal knowledge production. Key disciplinary intersections include critical geography, environmental studies, and postcolonial theory within educational research.
Through EDYS 306 Field Research and EDYS 302-304 Student Teaching, Dr. Lou mentors undergraduate researchers in educational ethnography. Her teaching integrates student narratives with multimedia resources to examine how schooling shapes identity and aspiration. While specific grant details aren't provided, her 20-year China-focused research trajectory indicates sustained external funding for longitudinal ethnographic work on migrant and rural youth.
