Jinting Wu

Assistant Professor

Educational Leadership and Policy

 432 Baldy Hall

Anthropology of education
Comparative, international, and global studies of education
Transnational curriculum inquiry
Schooling and social change in contemporary China and Chinese diaspora
Anthropology and education
Globalization and education
Sociology of education
Qualitative inquiry, ethnography, and critical discourse analysis

Jump to Publications

Educational Background

  • Ph.D., Educational Policy Studies, Curriculum & Instruction, Cultural Anthropology (minor)
    University of Wisconsin-Madison
  • M.Ed., International Development Education, Boston University
  • B.A., English Language and Literature, Shanghai International Studies University, China

    Jinting Wu is Assistant Professor of Educational Culture, Policy and Society. She is an educational anthropologist with an interest in philosophy and cultural studies. Her research often deploys ethnographic field methods to critically investigate relationships among schooling, society, and culture; it also examines educational policy shifts both as lived experiences and as reflecting the larger spheres of cultural ideation, social (re)production, nation building and globalization. Recent projects have involved study of rural minority education, child disabilities and special education, immigrant youth and families, and educational meritocracy on the global stage. Prior to joining the GSE faculty, she worked as Assistant Professor at the University of Macau (SAR, China) and was a postdoctoral fellow of educational sciences at the University of Luxembourg.

    Selected Awards and Grants


    -American Educational Research Association, Division B Outstanding Book Recognition Award
    -Society of Professors of Education Outstanding Book Award

    Wu, Jinting (2016). Fabricating an Educational Miracle: Compulsory Schooling Meets Ethnic Rural Development in Southwest China. Albany, NY: SUNY Press.


    Gail P. Kelly Outstanding Dissertation Award in Comparative Education
    Comparative and International Education Society, U.S.A.


    Marie Curie Fellow
    The Marie Curie Actions of the European Commission


    “Educational Merit on a Global Stage: The History and Conceptualization of Merit and Educational Meritocracy in China, Italy, Russia, and the United States” with PI Noah Sobe and Co-PIs Giovanna Barzanò and Iveta Silova. Spencer Foundation Small Grant.


    “Secular Benevolence: Mass Schooling and Modern Educability” with Principal Investigator John G. Richardson and Co-PI Douglas Judge. Spencer Foundation Small Grant.


    “Making Chinese Immigrants in Europe: Politics of Schooling and Transnational Mobility in Luxembourg and Italy” funded by Fonds National de la Recherche Luxembourg, cofounded by the Marie Curie Actions of the European Commission.


    “Mothering Special Children: Negotiating Gender and Disability in China’s Special Schools.” Gender Institute Faculty Research Grant, University at Buffalo


    Multi-Year Research Grant, University of Macau


    Social Science Research Council International Dissertation Research Fellowship


    Tashia F. Morgridge Wisconsin Distinguished Graduate Fellowship


    Herbert Kliebard Award for Outstanding Scholarly Achievement in Educational Policy Studies
    Department of Educational Policy Studies, University of Wisconsin-Madison


    Scott Kloeck-Jenson International Pre-dissertation Travel Grant Award
    Global Studies, University of Wisconsin-Madison

    Current Courses

    ELP405 Sociology of Education
    ELP586 Reading Urban Ethnograhpies
    ELP575 Education and Globalization
    ELP591 Academic Writing
    ELP593 Qualitative Research Methods
    ELP511 Comparative Higher Education

  • Scholarly Books

    Wu, Jinting (2016). Fabricating an Educational Miracle: Compulsory Schooling Meets Ethnic Rural Development in China. State University of New York Press. http://www.sunypress.edu/p-6200-fabricating-an-educational-mira.aspx

    Richardson, John G., Jinting Wu, and Douglas Judge (2017). The Global Convergence of Vocational and Special Education: Mass Schooling and Modern Educability. New York: Routledge.

    Journal Articles & Book Chapters

    Wu, Jinting (2017). Ethnic Tourism and the Big Song: Public Pedagogies and the Ambiguity of Environmental Discourse in Southwest China. Educational Philosophy and Theory, 49 (5): 480-500.

    Wu, Jinting (2016). Good Intentions Gone Awry: Education Policy and Paradox of Consequences in Rural Ethnic China. Journal of Educational Controversy, 11 (1): 1-32.

    Wu, Jinting and Mario Wenning (2016). The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies. Studies in Philosophy and Education, 35:551-571.

    Wu, Jinting and Sou Kuan Vong (2016). Macau Higher Education Expansion in Flux: A Critical Spatial Perspective. Discourse: Studies in the Cultural Politics of Education. DOI:10.1080/01596306.2016.1149152

    Wu, Jinting (2016). Educational Discipline, Ritual Governing, and Chinese Exemplary Society: Why China’s Curriculum Reform Remains a Difficult Task? Policy Futures in Education, 14(6): 721-740.

    Zhou, Yisu and Jinting Wu (2016). The Game Plan: Four Contradictions in the Development of World Class Universities from the Global South. Education and Science, 41 (184): 75-89.

    Wu, Jinting (2016). Ambivalent “Quality” and the Educational Sublime: Compulsory Schooling Meets Rural Development in Southwest China. In Spotlight on China: Changes in Education under China’s Market Economy, eds. Guo, Shibao & Guo, Yan, pp. 67-84. Sense Publishers.

    Wu, Jinting (2015). Contesting Isomorphism and Divergence: Historicizing Chinese Educational Encounter with the West. In Daniel Tröhler & Thomas Lenz (eds.), Trajectories in the Development of Modern School Systems: Between the National and the Global, pp. 256-268. New York: Routledge. [Spanish translation of the book published by Octaedro Editorial under the title Trayectorias del Desarrollo de los Sistemas Educativos Modernos: Entre lo Nacional y lo Global]

    Konkol, Pamela and Jinting Wu (2015). Curriculum and the Policy Milieu. In The Sage Guide to Curriculum in Education. Eds. Ming Fang He, Brian D. Schultz, and William H. Schubert, pp. 319-325. Sage Publications.

    Wu, Jinting (2013). Towards a Curriculum of Vulnerability and Blandness: Insights from Levinas and Classical Chinese Thoughts. Journal of Transnational Curriculum Inquiry, 10 (2): 49-63.

    Wu, Jinting (2012). Disenchantment and Participatory Limits of Compulsory Education: Lessons from Southwest China. Compare: A Journal of Comparative and International Education, 42 (4): 621-645.

    Wu, Jinting (2012). Governing Suzhi (素质) and Curriculum Reform in Rural Ethnic China: Viewpoints From the Miao and Dong Communities in Qiandongnan. Curriculum Inquiry, 42 (5): 652-681.

    Wu, Jinting (2012). Performativity in China’s Ethnic Borderlands: Ethnographic Fragments in a Rural Miao Community. The Michigan Journal of Asian Studies, 1 (2): 79-88.

    Wu, Jinting (2012). A Sermon as Counter Sermon on Educational Research. International Journal for the Historiography of Education. vol. 2:102-105.


    Huang, Zhongjing and Jinting Wu (2008). Educating the “Right” Way: Markets, Standards, God, and Inequality (Michael W. Apple. 2nd ed. New York: Routledge, 2006). Translation into Chinese. Shanghai: East China Normal University Press.

    Book Reviews

    2016 Review of Wu, Bin and W. John Morgan (eds.) Chinese Higher Education Reform and Social Justice. (Abingdon, England and New York, NY: Routledge, 2015). Frontiers of Education in China, 11(2): 256-257.

    2016 Review of Andrew Kipnis’ Governing Educational Desire: Culture, Politics, and Schooling in China. (University of Chicago Press, 2011). Chinese Anthropology 《中国人类学》, vol. 1, pp.313-316.

    2013 Review of Quentin Skinner (ed.) Families and States in Western Europe. (New York: Cambridge University Press, 2011). International Journal of the Historiography of Education, vol. 3:140-143.

    2006 Review of Adam R. Nelson’s Education and Democracy: The Meaning of Alexander Meiklejohn 1872-1964. (University of Wisconsin Press, 2001). Education Review http://edrev.asu.edu/reviews/rev504.htm.

    2009 Education, Cultural Identity, and the Nation-State - A Comparative Review of Alexia Bloch’s Red Ties and Residential Schools (2004) & Cati Coe’s Dilemmas of Culture in African Schools (2005). Asian Journal of Women’s Studies, 15(1):125-144.