Guofang Li is a professor of education at the University of British Columbia (UBC) in Vancouver, British Columbia, Canada. She holds the Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children. [1] [2] Li is the author of over 100 journal articles and over a dozen books on topics related to literacy, teaching, and diversity and equity issues. [1] [3]
Li was born and raised in rural China. [4] She completed an undergraduate degree at Hubei University and a M.A. degree in applied linguistics at Wuhan University. [4] [5] She earned a PhD in curriculum studies from the University of Saskatchewan in 2000. [6]
Li was an assistant professor at Buffalo State College, a State University of New York campus, from 2001 through 2006. [5] She joined the faculty in the Department of Teacher Education at Michigan State University in 2006. [5] In 2016, she was announced as a new Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children at the UBC's Faculty of Education. [2]
Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., & Ramanathan N. (Eds., 2011). Handbook of Asian education: A cultural approach. New York: Routledge.
Li, G. (Ed. 2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.
Li, G., & Wang, L. (Eds., 2008). Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing.
Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.
Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY Press.
Li, G., & Beckett, G. (Eds.) (2006). “Strangers” of the academy: Asian women scholars in higher education. Sterling, VA: Stylus Publishing.
Li, G. (2019). Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370–383.
Li, G., & Wen, K. (2015). East Asian heritage language education in the United States: Practices, potholes, and possibilities. International Multilingual Research Journal, 9(4), 274–290.
Li, G. (2013). Promoting teachers of culturally and linguistically diverse (CLD) students as change agents: A cultural approach to professional learning. Theory Into Practice, 52(2), 136–143.
Li, G. (2010). Race, class, and schooling: Multicultural families doing the hard work of home literacy in America's inner city. Reading & Writing Quarterly, 26(2), 140–165.
Li, G. (2007). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders’ experiences. Journal of Literacy Teaching and Learning, 11(1), 1-40.
Guofang Li is a professor of education at the University of British Columbia (UBC) in Vancouver, British Columbia, Canada. She holds the Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children. [1] [2] Li is the author of over 100 journal articles and over a dozen books on topics related to literacy, teaching, and diversity and equity issues. [1] [3]
Li was born and raised in rural China. [4] She completed an undergraduate degree at Hubei University and a M.A. degree in applied linguistics at Wuhan University. [4] [5] She earned a PhD in curriculum studies from the University of Saskatchewan in 2000. [6]
Li was an assistant professor at Buffalo State College, a State University of New York campus, from 2001 through 2006. [5] She joined the faculty in the Department of Teacher Education at Michigan State University in 2006. [5] In 2016, she was announced as a new Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children at the UBC's Faculty of Education. [2]
Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., & Ramanathan N. (Eds., 2011). Handbook of Asian education: A cultural approach. New York: Routledge.
Li, G. (Ed. 2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.
Li, G., & Wang, L. (Eds., 2008). Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing.
Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.
Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY Press.
Li, G., & Beckett, G. (Eds.) (2006). “Strangers” of the academy: Asian women scholars in higher education. Sterling, VA: Stylus Publishing.
Li, G. (2019). Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370–383.
Li, G., & Wen, K. (2015). East Asian heritage language education in the United States: Practices, potholes, and possibilities. International Multilingual Research Journal, 9(4), 274–290.
Li, G. (2013). Promoting teachers of culturally and linguistically diverse (CLD) students as change agents: A cultural approach to professional learning. Theory Into Practice, 52(2), 136–143.
Li, G. (2010). Race, class, and schooling: Multicultural families doing the hard work of home literacy in America's inner city. Reading & Writing Quarterly, 26(2), 140–165.
Li, G. (2007). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders’ experiences. Journal of Literacy Teaching and Learning, 11(1), 1-40.