Hongyu  Wang Author of Evaluating Organization Development

Hongyu Wang

Oklahoma State University

Hongyu Wang is a professor at Oklahoma State University. Her research and teaching area is nonviolence education, curriculum studies, East/West inquiry, and college curriculum and teaching.

Subjects: Education


With a master's degree in comparative education at East China Normal University and a Ph.D. in curriculum theory at Louisiana State University, Hongyu Wang has been engaged in cross-cultural curriculum inquiry for more than two decades. She has explored the educational and curriculum meanings of the third space in transforming the inner landscapes of educators and students in the international context. She has further travelled onto the pathways of nonviolence education for both inner peace and social change. Exploring the role of diversity in education, she is particularly interested in establishing mutually beneficial relational dynamics and building connections across differences. Imagining the non-bridge bridging between the Oedipal in the West and the Tao in the East, her work will take her to the individual and collective unconsciousness and  come out to meet contemporary Neo-Taoist concerns with organic healing and spiritual freedom.

Areas of Research / Professional Expertise

    Eastern philosophy of personhood and Western philosophy of subjectivity;
    Psychoanalysis, analytic psychology, and organic healing;
    Nonviolence education and mindful teaching;
    Diversity and education;
    Gender and curriculum
    Transnational curriculum inquiry;
    College curriculum studies and pedagogy

Personal Interests

    Tai-ji,  Jungian dream group, tennis, gardening, and meditation


Featured Title
 Featured Title - Nonviolence and Education - 1st Edition book cover


Curriculum Inquiry

Unteachable Moments and Pedagogical Relationships

Published: Oct 12, 2016 by Curriculum Inquiry
Authors: Hongyu Wang

This paper discusses how Julia Kristeva's theory can inform our understanding of unteachable moments. It proposes a pedagogical relationship that can contain breakdowns of meanings and work toward breakthroughs to new awareness, particularly related to social justice pedagogy in teacher education