Fei Wang
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My research lies in the areas of educational leadership and administration, social justice and diversity, “subversive” leadership, leadership in cross-cultural settings, and educational policy studies. I explore how principals negotiate policies and practices that they consider socially unjust to students and how they “creatively” cope with conflicts between moral and ethical obligations and counterproductive policies and practices. Drawing from social justice and leadership theories, I am currently involved in research in four interrelated areas: a) the changing nature of school principals’ work, particularly, their work intensification; b) principals’ subversive strategies in contexts where their day-to-day operation of schools is significantly constrained by policy initiatives and academic standards; c) principals’ strategic leadership through The Art of War to understand school principals’ social justice advocacy when their work is fraught with tensions, moral dilemmas, and political struggles; and d) leadership challenges in cross-cultural contexts (e.g., offshore schools). These projects are funded by SSHRC, Hampton, and HSS grants.
Preferably educators in K-12 setting with teaching and administrative experience. Please be prepared to share a copy of your CV and proposed research (for doctoral studies).
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Publications
- “I am here for the students”: principals’ perception of accountability amid work intensification (2022)
Educational Assessment, Evaluation and Accountability, - Principals’ Self- and Interpersonal Leadership Amid Work Intensification (2021)
Journal of School Leadership, , 105268462093538 - Job demands amid work intensity: British Columbia school administrators’ perceptions (2020)
Educational Management Administration & Leadership, , 174114322095733 - Canadian offshore schools in China: A comparative policy analysis (2017)
Journal of Educational Policy, - Social justice leadership and The Art of War (2017)
Journal of Critical Studies in Education, - The Ontario quandary: Principals’ perceptions of accountability policy and social justice (2017)
Journal of School Leadership, - Leadership as a subversive activity: Principals’ perception (2016)
International Journal of Leadership in Education, - From redistribution to recognition: How school principals perceive social justice (2016)
Journal of Leadership and Policy in Schools, - Complexity and volume: An inquiry into factors that drive principals’ work (2015)
Societies, - Conceptualizing social justice: Interviews with principals (2015)
Journal of Educational Administration, - Educational equity in the access to post-secondary education: A comparison of ethnic minorities in China with aboriginals in Canada (2013)
Journal of Interchange: A Quarterly Review of Education,
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