Prof Heidi A Ross
School of Education, Indiana University & Director, East Asian Studies Center
I am Director of the East Asian Studies Center and Professor of Educational Leadership and Policy Studies at Indiana University. I earned my B.A. in Chinese Language and Literature at Oberlin College, an M.A. in Education/Applied Linguistics at the University of Michigan, and a Ph.D. in Educational Foundations, Policy, and Administration at the University of Michigan. I have taught and consulted at numerous institutions in East Asia, have served as president of the Comparative and International Education Society, as co-editor of Comparative Education Review, and Chair of Educational Studies and Director of Asian Studies at Colgate University. I have published widely on Chinese education, gender and schooling, and qualitative research methodology, and my books include China Learns English (Yale), The Ethnographic Eye (Garland), and Taking Teaching Seriously (Paradigm). I am currently leading two field-based projects in the PRC on student engagement in Chinese higher education and girls’ educational access and attainment in rural Shaanxi. I regularly co-present conference papers and co-author articles with colleagues and students. I have also partnered with the University of Illinois to establish the IL/IN East Asian Education Network Dissertation Workshop. Our two schools have co-hosted four workshops, giving doctoral students from other universities the chance to present their research and to get feedback and support.
One of the most important characteristics of my approach to scholarship and teaching is collaboration. The longer I am in academe the more I have felt that living as a scholar, teacher, and occasional administrator demands vigilance about the ends of education, to understand what is crucial to our work—and what we are willing to give up. I realize the two things I can’t give up are collaboration and inter-disciplinary research. Both are crucial to my health as a scholar and human being. Trying to redress problems collaboratively, comparatively, and globally—well, that is a kind of hope in the possibility of taking a journey of solidarity.
British Engagement Project for Displaced Children seeks to enhance understanding of British values, culture, and history through a professionally developed non-informal curricula designed for displaced (i.e. asylum seekers, refugees, forced migrants) families children, aged between 11-16.
British Engagement Project for Displaced Children seeks to enhance understanding of British values, culture, and history through a professionally developed non-informal curricula designed for displaced (i.e. asylum seekers, refugees, forced migrants) families' children, aged between 11-16.
British Engagement Project for Displaced Children seeks to enhance understanding of British values, culture, and history through a professionally developed non-formal curricula designed for displaced (i.e. asylum seekers, forced migrants) families' children, aged between 11-16.
On 27 November 2015, LCSS has successfully organised a roundtable at SOAS to discuss the recent Migrant Crisis
In August 2015, LCSS has successfully conducted the Training Programme on Ottoman and Archival Studies, which took place in London and Oxford.
We are excited to conduct LCSS's first summer school and to host a lovely group of students from Azerbaijan. 20 July - 14 August
International Conference on Gender and Education: Critical Issues, Policy and Practice: Re-Gendering Education
LCSS’s growing gender platform continued its international conference series in Bloomington, IN, United States on International Conference on Gender and Education
Feray J. Baskin - PhD Candidate, Indiana University, Bloomington, IN, USA
Daniela Alaattinoğlu - PhD Candidate, European University Institute - Florence, Italy
Interview by Ozdemir Ahmet - On Thursday 4 April 2013 An interview was conducted with Baroness Molly Meacher at the House of Lords where questions were put out to her with regards to the welfare reforms introduced by the coalition.