• 81 Citations
  • 3 h-Index
20052019
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Personal profile

Personal profile

Variants: Chang, B.

Benjamin "Benji" Chang is an Assistant Professor in the Department of Curriculum & Instruction.  Working at the intersections of sociology of education, sociocultural learning, literacy studies, and cultural studies, Dr. Chang's scholarship addresses the areas of educational equity, pedagogy, teacher education, literacy, and community engagement.  In particular, his work focuses on marginalised populations such as working-class, minority, and immigrant communities, and comparative and international contexts of Chinese and Asian diaspora.  Two central themes throughout Dr. Chang's work are agency andsustainability, as they relate to education and social justice.

Dr. Chang has lectured and collaborated widely at research universities around the Pacific Rim (e.g. Canada, the Philippines, Singapore), including as Visiting Scholar at Beijing Normal University (China), the Queensland University of Technology (Brisbane, Australia), McGill University (Montreal, Canada), and East China Normal University (Shanghai, China).  He has made numerous peer-reviewed presentations at international conferences such as the American Educational Research Association (AERA), Literacy Research Association (LRA), the Sociolinguistics Symposium, and Inter-Asia Cultural Studies (IACS). He has published in journals such as Curriculum Inquiry, Theory Into PracticePolicy Futures in EducationLinguistics & Education, and Rethinking Schools, and serves on the Editorial Board of various journals including Teachers College Record

His work has been recognized by awards and fellowships in the areas of pedagogy, literacy, and Asian studies by bodies such as the AERA and National Council of Teachers of English (NCTE).  Most recently his work was recognized by EdU through the distinctions of "Quality Publication," "Top 10% of Teaching," and "Outstanding Teaching Performance" (for the last 4 consecutive years), which are determined by colleagues and students.  Amongst these various scholarly endeavors, Dr. Chang coordinates The Project for Critical Research on Pedagogy & Praxis (PCRP), a research team and educational pipeline project of international and diverse students from the undergraduate to Ph.D. level.

A former classroom teacher and hip-hop artist, he earned his B.A. (Psychology) at the University of California, San Diego, and his M.Ed., Teaching Certification (Multiple Subjects), and Ph.D. (Education) from the University of California, Los Angeles.  Following his Ph.D. training, he was a Postdoctoral Fellow at Teachers College, Columbia University in the Department of Curriculum & Teaching and the Institute of Urban & Minority Education (IUME).   

Research interests

  • Chinese and Asian Diaspora
  • Diversity and 'Minority' Education
  • Language, Literacy, and Culture
  • Social Movements and Community Engagement
  • Teaching and Teacher Education
  • Youth Cultural Studies and Hip-Hop

Professional information

Scopus ID: 56486751700

Scopus ID: 55795216900

ORCID: 0000-0002-4054-8738

Fingerprint Dive into the research topics where Benjamin Johnson CHANG is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

  • 7 Similar Profiles
education Social Sciences
Hong Kong Social Sciences
teacher Social Sciences
social justice Social Sciences
community Social Sciences
internationalization Social Sciences
equity Social Sciences
China Social Sciences

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Research Outputs 2005 2019

  • 81 Citations
  • 3 h-Index
  • 25 Paper
  • 8 Chapter
  • 8 Article
  • 1 Other contribution
genealogy
social science
narrative
community
education
2 Citations (Scopus)
neoliberalism
social justice
Hong Kong
China
Teaching
China
community
critical theory
research policy
diaspora

Issues of educational equity, curriculum and pedagogy in Hong Kong

CHANG, B. J., 2018, Routledge international handbook of schools and schooling in Asia. KENNEDY, K. J. & LEE, J. C-K. (eds.). New York: Routledge, p. 110-122

Research output: Chapter in Book/Report/Conference proceedingChapter

Hong Kong
equity
curriculum
classroom
educational theory