APrf Michael Mu
Enterprise Fellow
School of Education
College of Education, Behavioural and Social Sciences
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Guanglun Michael Mu is Associate Professor and Enterprise Fellow at Adelaide University. He is also the Portfolio Lead (Research) of the Centre for Research in Educational and Social Inclusion. As a sociologist of education, Michael is particularly interested in building resilience for and with: (1) children and young people in migration contexts (e.g., floating children and left-behind children in China, children with an immigrant background, and international students), and (2) educational professionals (e.g., school teachers). His work has attracted a total research income of over 1.3 million dollars and has been published into over 130 books and articles. Most of his publications are framed through a Bourdieusian lens. His current research on international students’ housing issues, community engagement, and everyday wellbeing has attracted national and international attention, featuring in major media outlets such as ABC news, SBS news, Times Higher Education, University World News, and many others. In addition to scholarly publications, Michael is also an author of two picture books Journey to Resilience: Kaya’s First Day of School and Journey to Resilience: Feng and the Phoenix Fruit. Michael has deep methodological expertise in quantitative analyses that align with relational sociology. These include but are not limited to multiple correspondence analysis, social network analysis, factor analysis, cluster analysis, and structural equation modelling. Michael also has rich experience in conducting mixed methods research in educational contexts.
Michael was an Associate Professor and Enterprise Fellow at the University of South Australia; an Associate Professor, a Principal Research Fellow, and a Vice-Chancellor’s Research Fellow at Queensland University of Technology; a DECRA fellow funded by the Australian Research Council; an Eyes High Postdoctoral Scholar at the University of Calgary; a Lecturer and international program coordinator at Beijing Normal University; and a schoolteacher in China.
Michael takes a number of external leadership roles. He is the chief editor of the Routledge book series Bourdieu and Education of Asia Pacific. He chairs the Bourdieu in Educational Research SIG of the American Educational Research Association (AERA). He also leads and convenes two international academic communities - one on Bourdieu in Educational Research and the other on Quantitative Methodology in Education Research. Michael is an Associate Editor of International Journal of Disability, Development, and Education. He also serves on the editorial board of the British Journal of Sociology of Education, Journal of Beijing Normal University (in Chinese), and Beijing International Review of Education. Beyond academia, Michael is a classical pianist.
Michael is a sociologist of education. He is interested in building resilience in (im)migration contexts, promoting teacher professional development in inclusive education contexts, and negotiating Chineseness in diasporic contexts. He has published strongly in those areas and most of his publications are framed through a Bourdieusian lens. Michael is a solo author, lead author, or lead editor of seven books. His most recent books Sociologising Child and Youth Resilience with Bourdieu (Routledge, 2022) and Journey to Resilience: Kaya’s First Day of School (a children’s picture book) were the outcomes from his multi-year large-scale project 'Resilience, Culture, and Class: A Sociological Study of Australian Children' funded by the Australian Research Council (2018-2022, DE180100107). Michael has deep methodological expertise in quantitative analyses that align with relational sociology. These include but are not limited to multiple correspondence analysis, social network analysis, factor analysis, cluster analysis, and structural equation modelling. Michael also has rich experience in conducing mixed methods research in educational contexts.
| Language | Competency |
|---|---|
| Chinese (Mandarin) | Can read, write, speak, understand spoken and peer review |
| English | Can read, write, speak, understand spoken and peer review |
| Year | Citation |
|---|---|
| 2025 | Mu, G. M. (2025). Interlude: A Snapshot of Multiple Correspondence Analysis. In SpringerBriefs in Education (pp. 21-23). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). “Out-of-Field Teaching”: A Bourdieusian Social Network Analysis of Teacher Resilience in the Context of the Chinese Teaching and Research System. In SpringerBriefs in Education (pp. 85-103). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). A Longitudinal Study of Class Relations in Australia: A Bourdieusian Multiple Correspondence Analysis. In SpringerBriefs in Education (pp. 25-53). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). Interlude: A Bourdieusian Rebuttal to Bourdieu’s Rebuttal. In SpringerBriefs in Education (pp. 55-62). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). Quantifying Bourdieu: Dimension Reduction, Differentiation, Time, and a Reflexive Invitation. In SpringerBriefs in Education (pp. 105-121). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). Groupings Between Floating Children and Urban Children: A Bourdieusian Social Network Analysis of Physical and Social Distance in Space. In SpringerBriefs in Education (pp. 63-83). Springer Nature Singapore. DOI |
| 2025 | Mu, G. M. (2025). “Watch Out for Methodological Watchdogs!”: Re-engaging Quantitative Inquiry in Bourdieusian Sociology of Education. In SpringerBriefs in Education (pp. 1-20). Springer Nature Singapore. DOI |
| 2024 | Stahl, G., Mu, G. M., Soong, H., & Dai, K. (2024). Transnational Habitus as Conceptual Tool. In Migration, Diasporas and Citizenship (pp. 23-50). Palgrave Macmillan UK. DOI |
| 2024 | Mu, G. M., & Dooley, K. (2024). RECONTEXTUALISING AND RECONTESTING BOURDIEU IN CHINESE EDUCATION HABITUS, MOBILITY, AND LANGUAGE Preface. In G. M. Mu, & K. Dooley (Eds.), RECONTEXTUALISING AND RECONTESTING BOURDIEU IN CHINESE EDUCATION (pp. IX-XIII). ROUTLEDGE. |
| 2024 | Stahl, G., Mu, G. M., Soong, H., & Dai, K. (2024). Critical Reflections. In Migration, Diasporas and Citizenship (pp. 95-111). Palgrave Macmillan UK. DOI |
| 2024 | Stahl, G., Mu, G. M., Soong, H., & Dai, K. (2024). Applying Theory: Considering Empirical Work. In Migration, Diasporas and Citizenship (pp. 77-94). Palgrave Macmillan UK. DOI |
| 2024 | Stahl, G., & Mu, G. M. (2024). Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education. In Palgrave Handbook of Educational Thinkers (pp. 1199-1214). Springer International Publishing. DOI Scopus5 |
| 2024 | Stahl, G., Mu, G. M., Ayling, P., & Weininger, E. B. (2024). Introduction: Applying Bourdieu in Educational Research. In Bloomsbury Handbook of Bourdieu and Educational Research (pp. 1-17). |
| 2024 | Stahl, G., Mu, G. M., Ayling, P., & Weininger, E. B. (2024). Introduction: Applying Bourdieu in educational research. In G. Stahl (Ed.), Source details - Title: The Bloomsbury Handbook of Educational Research (pp. 1-18). UK: Bloomsbury Academic. DOI |
| 2024 | Stahl, G., Mu, G. M., Soong, H., & Dai, K. (2024). Transnational Habitus: Epistemological and Methodological Considerations. In Migration, Diasporas and Citizenship (pp. 51-74). Palgrave Macmillan UK. DOI |
| 2024 | Stahl, G., Mu, G. M., Soong, H., & Dai, K. (2024). Introduction. In Migration, Diasporas and Citizenship (pp. 1-20). Palgrave Macmillan UK. DOI |
| 2023 | Mu, G. M., & Dooley, K. (2023). Researching Chinese education from within and afar: enacting Bourdieu's 'practical reflexivity'. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. 185-201). US: Routledge. DOI WoS1 |
| 2023 | Mu, G. M., Yin, M. Y., & Liu, D. (2023). A comparative analysis of Teach for China and the Special Post Teacher Plan: Cross-field capital, orchestrated habitus, and transverse movements. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. 102-119). US: Routledge. DOI WoS1 |
| 2023 | Liu, L., Mu, G. M., O'Gorman, L., & Dillon Wallace, J. (2023). Parental engagement in children's transition to school: A Bourdieusian analysis of a Chinese sample in Beijing. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. 44-63). US: Routledge. DOI |
| 2023 | Mu, G. M., & Dooley, K. (2023). Preface - Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. ix-xiii). US: Routledge. |
| 2023 | Mu, G. M. (2023). Bourdieu and Chinese education: recontextualising and recontesting sociological traditions. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language (pp. 3-21). US: Routledge. DOI WoS1 |
| 2023 | Mu, G. M., & Dooley, K. (2023). Bourdieu and Chinese higher education beyond the nation: structures, strategies, and practices of advantage. In K. Dooley, & G. M. Mu (Eds.), Source details - Title: Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change (pp. 1-18). UK: Routledge. DOI Scopus1 |
| 2023 | Pan, P., Mu, G. M., & Dooley, K. (2023). Partnering for transnational higher education: a multiple correspondence analysis of university habitus and institutional action for 'China-Foreign Cooperation in Running Schools'. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change (pp. 20-40). UK: Routledge. DOI |
| 2023 | Dooley, K., & Mu, G. M. (2023). Re-appropriating Bourdieu for post-national research on Sino-foreign higher education. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change (pp. 161-179). UK: Routledge. DOI Scopus3 |
| 2023 | Xing, C., Mu, G. M., & Henderson, D. (2023). Power imbalance and power shift between Chinese international research students and their supervisors: adaptation and resilience. In G. M. Mu, & K. Dooley (Eds.), Source details - Title: Bourdieu and Sino-Foreign Higher Education: Structures and Practices in Times of Crisis and Change (pp. 104-123). UK: Routledge. DOI Scopus4 |
| 2023 | Pan, P., Michael Mu, G., & Dooley, K. (2023). Partnering for transnational higher education: A multiple correspondence analysis of university habitus and institutional action for ‘China–Foreign Cooperation in Running Schools’. In Bourdieu and Sino Foreign Higher Education Structures and Practices in Times of Crisis and Change (pp. 21-40). DOI Scopus5 |
| 2023 | Mu, G. M., & Dooley, K. (2023). Researching Chinese education from within and afar: Enacting Bourdieu's ‘practical reflexivity’. In Recontextualising and Recontesting Bourdieu in Chinese Education Habitus Mobility and Language (pp. 185-201). DOI Scopus2 |
| 2023 | Mu, G. M., Yin, M. Y., & Liu, D. (2023). A comparative analysis of Teach for China and the Special Post Teacher Plan: Cross-field capital, orchestrated habitus, and transverse movements. In Recontextualising and Recontesting Bourdieu in Chinese Education Habitus Mobility and Language (pp. 102-119). DOI Scopus1 |
| 2023 | Liu, L., Mu, G. M., O'Gorman, L., & Dillon-Wallace, J. (2023). Parental engagement in children's transition to school: A Bourdieusian analysis of a Chinese sample in Beijing. In Recontextualising and Recontesting Bourdieu in Chinese Education Habitus Mobility and Language (pp. 44-63). DOI |
| 2023 | Mu, G. M. (2023). Language-in-education and sociology of resilience for child (im)migrants: the cases of India, China, and Australia. In W. O. Lee (Ed.), Source details - Title: International Handbook on Education Development in the Asia-Pacific (pp. 581-599). Singapore: Springer. DOI Scopus1 |
| 2023 | Mu, G. M. (2023). Bourdieu and Chinese education: Recontextualising and recontesting sociological traditions. In Recontextualising and Recontesting Bourdieu in Chinese Education Habitus Mobility and Language (pp. 3-21). DOI Scopus2 |
| 2023 | Mu, G. M. (2023). Language-in-Education and Sociology of Resilience for Child (Im)migrants: The Cases of India, China, and Australia. In International Handbook on Education Development in Asia-Pacific (pp. 1-19). Springer Nature Singapore. DOI |
| 2022 | Stahl, G., & Mu, M. G. (2022). Pierre Bourdieu: revisiting reproduction, cultural capital, and symbolic violence in education. In B. Geier (Ed.), Source details - Title: The Palgrave Handbook of Educational Thinkers (pp. 1-16). Switzerland: Palgrave Macmillan. DOI |
| 2022 | Mu, G. M. (2022). Teacher resilience in the Chinese context of 'learning in regular classroom': a response to 'Lazy inclusivism'. In W. Beamish, & M. Yuen (Eds.), Source details - Title: The Inclusion for Students with Special Educational Needs across the Asia Pacific (pp. 59-78). Singapore: Springer. DOI |
| 2019 | Jia, N., & Mu, G. M. (2019). Capital conversion and school change: a Bourdieusian analysis. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese education: Inequality, competition, and change (1 ed., pp. 175-191). US: Routledge. DOI |
| 2019 | Zhu, N., & Mu, G. M. (2019). Behavioural support in mainland China. In F. Bryer, & W. Beamish (Eds.), Source details - Title: Behavioural support for students with special educational needs: trends across the Asia-Pacific region (pp. 141-149). Singapore: Springer Singapore. DOI |
| 2019 | Mu, G. M. (2019). Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: a sociological perspective. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds.), Source details - Title: The Sage Handbook of Inclusion and Diversity in Education (pp. 1-11). UK: Sage. DOI |
| 2019 | Yin, Y. M., Dooley, K., & Mu, G. M. (2019). Educational practice in a field of mediation: elite university graduates' participation experience of an alternative program of schoolteacher recruitment for rural China. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese education: Inequality, competition, and change (pp. 81-96). US: Routledge. DOI |
| 2019 | Guo, S., Guo, Y., Luke, A., Dooley, K., & Mu, G. M. (2019). Market economy, social change and educational inequality: notes for a critical sociology of Chinese education. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese education: Inequality, competition, and change (1 ed., pp. 20-44). US: Routledge. DOI |
| 2018 | Dooley, K., Mu, G. M., & Luke, A. (2018). Introduction: China, education, and Bourdieu. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese Education: Inequality, Competition, and Change (pp. 1-19). US: Routledge. DOI |
| 2018 | Mu, G. M., Luke, A., & Dooley, K. (2018). Re: appropriating Bourdieu for a sociology of Chinese education. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese Education: Inequality, Competition, and Change (pp. 239-263). US: Routledge. DOI |
| 2018 | Mu, G. M. (2018). Resilience in the face of illness, fear, and stigma Being floating, left behind, and HIV positive, so what?. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 175-195). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Resistance as a sociological process of resilience Indigenous voices from under-resourced migrant families. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 104-129). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Seminal work, paradigmatic shifts, and foundational models Approaching a sociology of child and youth resilience. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 32-70). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Social capital and community-based resilience building Social Network Analysis, social connectedness, and social support. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 153-174). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Recreation, socialisation, and resilience The "magic" of physical activity. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 130-152). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Developing a sociology of resilience Reflexive learning and implications for practice, policy, and education. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 196-209). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Quantifying child and youth resilience Methodological conundrum and psychometric validation. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 71-103). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Floating children and left-behind children in the migration context A three-level field analysis of power, policy, and participation. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. 1-31). ROUTLEDGE. WoS1 |
| 2018 | Mu, G. M. (2018). Building Resilience of Floating Children and Left-Behind Children in China Power, Politics, Participation, and Education Preface. In BUILDING RESILIENCE OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA: POWER, POLITICS, PARTICIPATION, AND EDUCATION (pp. XI-XXIV). ROUTLEDGE. |
| 2018 | Mu, G. M. (2018). Resistance as a sociological process of resilience: stories of under-resourced migrant families. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese Education: Inequality, Competition, and Change (pp. 120-143). US: Routledge. |
| 2018 | Mu, G. M., Liu, L. L., Fu, W., Hao, D., Jia, N., Qin, Y., . . . Wu, X. (2018). Using English at an international doctoral workshop: a three-level field analysis. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Source details - Title: Bourdieu and Chinese Education: Inequality, Competition, and Change (pp. 192-213). US: Routledge. DOI |
| 2016 | Mu, G. M. (2016). Negotiating Chineseness and capitalising on resources through learning Chinese heritage language: habitus and capital in fields. In M. Robertson, & P. K. E. Tsang (Eds.), Source details - Title: Education in the Asia-Pacific Region (Vol. 30, pp. 41-58). Netherlands: Springer Netherlands. DOI Scopus1 WoS2 |
| 2016 | Mu, G. M., & Hu, Y. (2016). URBANISATION AND MIGRATION <i>Histories</i>, <i>Patterns</i>, <i>and Challenges</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 1-23). SENSE PUBLISHERS. WoS5 |
| 2016 | Mu, G. M., & Hu, Y. (2016). COMING INTO AN INHERITANCE <i>Intergenerational Social Reproduction through Class</i>-<i>Based Pedagogies</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 47-77). SENSE PUBLISHERS. |
| 2016 | Mu, G. M., & Hu, Y. (2016). <i>A Call for System</i>-<i>Level Change</i> CONCLUSION. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 165-173). SENSE PUBLISHERS. |
| 2016 | Mu, G. M., & Hu, Y. (2016). RURAL DISPOSITIONS OF FLOATING CHILDREN IN URBAN FIELDS <i>Accent</i>, <i>Deportment</i>, <i>and Bodily Hexis</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 79-100). SENSE PUBLISHERS. WoS2 |
| 2016 | Mu, G. M., & Hu, Y. (2016). FLOATING CHILDREN AND LEFT-BEHIND CHILDREN AS RESILIENT AGENTS <i>A Strength</i>-<i>Based Pathway to Wellbeing</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 143-164). SENSE PUBLISHERS. WoS2 |
| 2016 | Mu, G. M., & Hu, Y. (2016). LIVING WITH KIN CAREGIVERS <i>Special Needs of Children Left Behind</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 101-122). SENSE PUBLISHERS. |
| 2016 | Mu, G. M., & Hu, Y. (2016). Living with Vulnerabilities and Opportunities in a Migration Context <i>Floating Children and</i> <i>Left</i>-<i>Behind Children in China</i> PREFACE. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. VII-+). SENSE PUBLISHERS. |
| 2016 | Mu, G. M., & Hu, Y. (2016). THE WELLBEING OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN <i>Conceptual Foundation and Empirical Knowledge</i>. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 25-46). SENSE PUBLISHERS. |
| 2016 | Mu, G. M., & Hu, Y. (2016). Floating Children and Left-Behind Children as Resilient Agents. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 143-164). SensePublishers. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). The Wellbeing of Floating Children and Left-Behind Children. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 25-46). SensePublishers. DOI |
| 2016 | Mu, G. M. (2016). Negotiating Chineseness through learning Chinese as a heritage language in Australia: the role of habitus. In M. Murphy, & C. Costa (Eds.), Source details - Title: Theory as Method in Research: on Bourdieu, Social Theory and Education (pp. 17-32). UK: Routledge. DOI Scopus3 |
| 2016 | Mu, G. M., & Hu, Y. (2016). Rural Dispositions of Floating Children in Urban Fields. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 79-100). SensePublishers. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). EDUCATION AND PERSONAL DEVELOPMENT OF CHILDREN LEFT BEHIND. In LIVING WITH VULNERABILITIES AND OPPORTUNITIES IN A MIGRATION CONTEXT: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN IN CHINA (pp. 123-142). SENSE PUBLISHERS. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). Urbanisation and Migration. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 1-23). SensePublishers. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). Coming into An Inheritance. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 47-77). SensePublishers. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). Conclusion. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 165-173). SensePublishers. DOI |
| 2016 | Mu, G. M., & Hu, Y. (2016). Living with Kin Caregivers. In Living with Vulnerabilities and Opportunities in a Migration Context (pp. 101-122). SensePublishers. DOI |
| 2014 | Guo, Z. (2014). Young Children as Intercultural Mediators Mandarin-speaking Chinese Families in Britain. In YOUNG CHILDREN AS INTERCULTURAL MEDIATORS: MANDARIN-SPEAKING CHINESE FAMILIES IN BRITAIN (Vol. 26, pp. 157-167). MULTILINGUAL MATTERS LTD. WoS9 |
| - | Dooley, K., & Mu, M. (2026). Enabling students to capitalise on their linguistic-cultural resources for higher degree research. In Confident Supervisors: Creating Independent Researchers Volume 2. Queensland University of Technology and James Cook University. DOI |
| Year | Citation |
|---|---|
| 2019 | Mu, G. M., Liang, W., Lu, L., & Huang, D. (2019). Pedagogical Content Knowledge Scale. DOI |
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Promoting international students wellbeing and social connection: Community-engaged program, Adelaide City Council, 05/01/2023 - 30/06/2025
Courses I teach
- EDUC 5030 Project in Education (2025)
- EDUC 5030 Project in Education (2024)
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2025 | Principal Supervisor | International students' study choices in Australia amid volatile post-pandemic contexts: A Bourdieusian mixed-methods study | - | Doctorate | Full Time | Ms Xuechen Zhang |
| 2024 | Co-Supervisor | Exploring and Supporting the Wellbeing of Chinese International Students: A Multi-Phase, Multi-Perspective Case Study at an Australian University | - | Doctorate | Full Time | Miss Xin Fang |
| 2023 | Co-Supervisor | Recalibrating pedagogy for Pre-At-Risk (PAR) international students: The case of a private higher education provider (PIHE) in Australia. | - | Doctorate | Part Time | Mrs Anastasia Yeark |
| 2023 | Principal Supervisor | A 'drowning trench' of ongoing joblessness and a career-nurturing 'mooring'? A Bourdieusian sociological study of `slow employment in China | - | Doctorate | Full Time | Fanghui Gao |
| 2023 | Principal Supervisor | Graduates from elite universities as schoolteachers: A sociological exploratory study | - | Doctorate | Full Time | Miss Ruoxin Wang |
| 2023 | Principal Supervisor | Resilience to challenges of returning to society: A sociological qualitative study of young leukaemia survivors in China | - | Master | Full Time | Mr Mingyang Wang |
| 2023 | Principal Supervisor | Resilience to challenges of returning to society: A sociological qualitative study of young leukaemia survivors in China | - | Master | Full Time | Mr Mingyang Wang |
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