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 Heidi
Ross
Professor, Department of Educational Leadership and Policy Studies;
Adjunct Professor, EALC
PhD, University of Michigan, 1987
School of Education
Wright Education Building 4238
Fax: (812) 856-8394
Research Interests
- Comparative and international education
- East Asian schooling
- Chinese secondary schooling
- Gender and schooling
- Narrative and relational research theories
Courses for Spring 2004
- H637 Seminar on East Asian Education and Learning
Awards and Distinctions
- Phi Beta Kappa, Oberlin College
- University of Michigan School of Education Best Dissertation Award,
1988
- Colgate University, Robert Ho Fellow in Chinese Studies, 1997- 2002
- President, Comparative and International Education Society, 2001-2002
- Research Committee Chair, World Council of Comparative Education
Societies
- Editorial Board member, Chinese Education and Society; Journal
of China's Education: Research and Review
Publication Highlights
- Ross, H. 2003. "Rethinking Human Vulnerability, Security, and Connection
through Relational Theorizing," in Wayne Nelles (ed) Comparative Education,
Terrorism and Security: Interdisciplinary, Critical Pedagogy and Foreign
Policy Perspectives. (Palgrave-Macmillan, forthcoming).
- Ross, H. and Jing Lin. 2003. "Social Capital Formation through Chinese
School Communities" in Emily Hannum and Robert Parks, Eds., Education
and Reform in China Cambridge: Harvard University Press (forthcoming).
- Ross, H. 2002. "The Space Between Us: The Relevance of Relational
Theory to Re-imagining Comparative Education, (Presidential Address)."
Comparative Education Review 46:4 (November), pp. 407-432.
- Shi Jinghuan and Heidi Ross, (guest editors) 2002. "Entering the
Gendered World of Teaching Materials, Introduction." Chinese Education
and Society (Sept-Oct) 35:5, pp. 3-13.
- Ross, H. 2001. "Historical Memory, Community Service, and Project
Hope: Reclaiming the Social Purposes of Education at the Shanghai
McTyeire School for Girls," in Peterson, Hayhoe, and Yong, (eds.)
Pathways to Reform: China's Education in the 20th Century. (Ann Arbor:
The University of Michigan Press), pp. 569-632.
- Liu, J., H. Ross, and D. Kelly, (eds.). 2000. The Ethnographic Eye:
Interpretive Studies of Education in China. New York: Falmer Press.
- Jing, Lin and H. Ross. 1998. "The Potentials and Problems of Diversity
in Chinese Education." McGill Journal of Education 33:1 (Winter),
31-49.
- Ross, H. 1996. "Cradle of Female Talent: The McTyeire Home and School
for Girls, 1892-1937" In Dan Hays, (ed.). Christianity in China. (Stanford:
Stanford University Press, 1996), pp. 209-227.
- Ross, H. 1993. China Learns English, Language Teaching and Social
Change in the People's Republic. New Haven: Yale University Press.
After graduating from Oberlin College with a degree in Chinese language
and literature, I taught English as a Second Language at Providence College
in Taichung, Taiwan. The extraordinarily rich educational and cultural
experiences that flowed from living and teaching at this women's college
inspired my desire to pursue graduate studies in applied linguistics and
international and comparative education at The University of Michigan.
After conducting my doctoral fieldwork in Shanghai, I taught at Indiana
University from 1986 to 1987, when I took a position at Colgate University.
Prior to returning to Indiana in 2003, I taught comparative education
and Asian studies courses at Colgate and served as Director of the Asian
Studies Program and Chair of the Educational Studies Department. I travel
to China annually to study the relationships among secondary schooling,
gender, and social class stratification. Building collaborative opportunities
into research and teaching has been indispensable to my learning and thinking
as a comparative educator, and a salient theme in my writing is the complex
personal obligations that shape the negotiation of the purposes and outcomes
of cross-cultural scholarship. I am currently working on several projects,
including the contributions of U.S. liberal arts schools to teacher education,
the development of girls' secondary schooling in China, the development
and implementation of "gender sensitive" curricula and environmental education
in Chinese elementary and secondary schools, and an analysis of the concept
of social capital in the context of the educational and social experiences
of Chinese students and their families in rural and urban schools. |
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