Assistant Professor

Bio

I am originally from Inner Mongolia Autonomous Region, China, and became a Canadian citizen while earning my Ph.D in educational administration at OISE, the University of Toronto. My research interests include educational leadership and administration, social justice and diversity, subversive leadership, leadership in cross-cultural settings, and educational policy studies. Currently, I am working on SSHRC- and HSS-supported research projects that focus on the role of school principals, principals’ work intensification, subversive leadership activities, the implication of The Art of War in educational leadership, and leadership in transnational education.

Prior to coming to UBC, I was a lecturer at the University of Western Ontario, teaching graduate courses in educational leadership, administration, policy, and research methodology. I also worked as a research analyst conducting survey research and statistical analysis at the independent, parent-led non-profit organization in Toronto. At that organization and in subsequent research, I conducted large-scale surveys of school principals in Ontario, supported by Mitacs-Accelerate, Ontario Principals’ Council, Ontario Ministry of Education, and Education Quality and Accountability Office (EQAO).

Education

University of Toronto, 2011, Ph.D
Lakehead University, 2006, M.Ed
Tsinghua University, 2002, LLB
Inner Mongolia University for Nationalities, 1998, BA

Research Projects

Principals’ Subversive Practice: A Preliminary Study Completed
September, 2014August, 2016

UBC Hampton Junior Award
Principal Investigator: Fei Wang

This study aims to investigate how school principals employ subversive strategies to question entrenched power structures and to transform policies, procedures, and practices that are counterproductive with regard to the wellbeing of students.

Secondary School Principals’ Understanding of Work Intensification Current
May, 2016June, 2020

SSHRC Insight Grant
Principal Investigator: Dr. Katina Pollock, University of Western Ontario
Co-Investigator: Fei Wang

This study seeks to provide an in-depth examination of secondary school principals’ work intensification, building understandings of why work intensification is emerging in the secondary principal workforce, how this work intensification is manifesting itself, and how principals are acting in response to the resulting challenges.

B.C. Offshore Schools in China: A Case Study Current
May, 2016May, 2017

HSS Seed Grant
Principal Investigator: Fei Wang
Co-Investigator: Dr. Hans Schuetze

This case study looks into some pressing issues concerning current B.C. offshore schools in China, in particular how Canadian values and educational objectives play out in a Chinese context and how they influence teaching and learning, leadership and governance from principals’, teachers’, and students’ perspectives.

Subversive Leadership and The Art of War Current
June, 2016May, 2018

SSHRC Insight Development Grant
Principal Investigator: Fei Wang

This research seeks to better understand subversiveness through which school leaders seek to transform policies and practices that they perceive as socially unjust. Specifically, through the lens of The Art of War, the project aims to a) define subversiveness in a political, moral, and intellectual sense in relation to school leadership, b) examine how principals perceive and exercise subversiveness, c) identify the possibilities and limits of subversiveness in changing the political procedure or power dynamics at both societal and organizational levels, and d) highlight professional and personal experiences of subversive actions.

Selected Publications

Journal Articles:

  • Wang, F. (2017). Canadian offshore schools in China: A comparative policy analysis. Journal of Educational Policy. 1-19. doi: 10.1080/02680939.2017.1303545.
  • Wang, F. (2017). The Ontario quandary: Principals’ perceptions of accountability policy and social justice. Journal of School Leadership, 27(3).
  • Wang, F. (2016). Leadership as a subversive activity: Principals’ perception. International Journal of Leadership in Educationdoi: 10.1080/13603124.2016.1259507.
  • Wang, F. (2016). From redistribution to recognition: How school principals perceive social justice. Journal of Leadership and Policy in Schools, 15(3), pp. 1-20.
  • Wang, F. (2016). The lived experiences of Canadian-born and foreign-born Chinese-Canadian students in Northern Ontario. Journal of International Students, 6(2), pp. 451-477.
  • Wang, F. (2015). Conceptualizing social justice: Interviews with principals. Journal of Educational Administration, 53(5), pp. 667-681.
  • Pollock, K., Wang, F., Hauseman, D. C. (2015). Complexity and volume: An inquiry into factors that drive principals’ work. Societies, 5, pp. 537-565. doi:10.3390/soc5020537
  • Wang, F. (2013). Educational equity in the access to post-secondary education: A comparison of ethnic minorities in China with aboriginals in Canada. Journal of Interchange: A Quarterly Review of Education, 44(1), pp.45-62. doi: 10.1007/s10780-013-9196-9.

 

Book Chapters, Reviews, and Technical Reports:

  • Pollock, K., Wang, F., & Hauseman, D. C. (2017). Complexity and volume: An inquiry into factors that drive principals’ work. In K. Leithwood, J. Sun and K. Pollock (Eds.), How school leaders contribute to student success (pp. 209-238). Dordrecht, NL: Springer.
  • Wang, F. (2015). Why is the issue of accountability important for educational leaders? In D. Griffiths, J. Portelli, (eds). Key Questions for Educational Leaders (pp. 39-44), Word & Deed Publishing Incorporated & Edphil Books: Ontario, Canada.
  • Wang, F. (2015). Review of the book Controversies in education: Orthodoxy and heresy in policy and practice, by H. Proctor, P. Brownless, & P. Freebody. Journal of Leadership and Policy in Schools, 15(3), pp. 1-3.
  • Pollock, K., Wang, F., & Hauseman, D., (2014). Efforts to be an instructional leader: The changing nature of principals’ work. OPC Register, Ontario Principals’ Council, Toronto, ON, Canada.
  • Pollock, K., Wang, F., & Hauseman, D. (2014). The changing nature of principals’ work, Final Report for the Ontario Principals’ Council, Toronto, ON, Canada.

 

Courses Taught

EDST 577: The social context of educational policy

EDST 582: The study of organizations in educational contexts

EDST 550: The role of the school principal

EDST 581:  Leadership, Administration, and the Aims of Education