Associate Professor I-Fang Lee

Associate Professor I-Fang Lee

Associate Professor

School of Education (Education)

All the colours of childhood

Associate Professor I-Fang Lee’s intercultural research is scrutinising and challenging our contemporary construction of what consists an ‘ideal’ child and childhood, revealing new perspectives that can strengthen early childhood education pedagogy.

Image of I-Fang Lee

What does society consider a ‘normal’ child and why? How do modern educational policies disadvantage children who fall outside this cultural idea of ‘normal’? In her research, Associate Professor I-Fang Lee doesn’t shy away from challenging the status quo if it means creating better support for our youngest community members.

“My research trajectories and scholarly interests have focused on contemporary issues relating to equity and justice in the field of early childhood care and education. In my work, I have continued to ask critical questions and explore layers of contemporary childhoods.”

By critically examining these accepted narratives across cultures—particularly as they relate to Asian childhoods—I-Fang hopes to shift the way we see children within society and create more appropriate and inclusive early schooling support.

“I take a ‘hard’ and ‘different’ look at what is taken for granted in research, policy, curriculum and pedagogical practices related to childhoods, families and programs.

“For me, it is important to employ critical perspectives to integrate the effects of the dominant construction of, and about, children and their lifeworlds.

“Critical theoretical lenses enable us to re-think and act with inclusivity toward social justice for greater equality and equity in and across global and local contexts.”

Inclusive and holistic education

I-Fang’s research is tackling some of the most pervasive challenges in the field of early childhood education and care (ECEC), including an alarming trend of commoditising children’s educations and futures.

“ECEC has been rationalised as a great social investment for all children, which promises to yield future success—both social and personal advancements. While this thread of economic reasoning has effectively promoted the importance of ECEC, it has also dangerously legitimatised the commodification of education globally and locally.

“As ECEC has been commodified, issues of affordability, accessibility and accountability have become of critical importance with political, social, cultural and educational dimensions. For instance, whose children can afford quality ECEC? How do we define what constitutes quality ECEC programs?

“Without asking such questions, we may be perpetuating the status quo and further marginalising already disadvantaged groups of children. These critical questions allow us to unpack, as well as address, challenges relating to inclusion and exclusion in early childhood education for greater equity and equality.”

I-Fang also identifies the trend of ‘schoolification’ as a significant challenge for childhood care and education within today’s global political economy. She explains that there is increasing pressure on early learning centres to focus heavily on preparing children for primary school—and this can come with a risk of compromising the provision of holistic and age-appropriate care.

“The making of ‘miniature students’ in preschool years is changing the landscape of teaching and learning in the early years. What’s important in ECEC is a holistic approach to support children’s belonging, being and becoming in their growth and wellbeing.

“As much as we advocate for the importance of play in early childhood education, over-emphasis on measurable learning outcomes in early literacy and numeracy can be problematic. It changes children’s contemporary schooling experience by reducing it to academic performance and achievement. Children’s agency and voice can become lost through the schooling process.”

Creating local and global impact

I-Fang’s academic journey has spanned the USA, Hong Kong, Singapore and Australia, where she has been involved in developing and implementing several international projects in collaboration with global scholars.

“At the international level, I have been participating and leading research projects that contribute to carving out a space to support ongoing critical discussions relating to childhoods.”

I-Fang has also contributed to global research progress and knowledge exchange through her roles as co-editor and associate editors for two international journals: Global Studies of Childhood and International Critical Childhood Policy Studies Journal.

While I-Fang is passionate about making a global impact, her work is also creating change at national and local levels. Most recently, she has worked as chief investigator for a multi-year, multi-site Australian Research Council Discovery Project: Global Childhoods in the Asian Century: Connecting Policy, Educational Experiences and Everyday Lifeworlds of Children in Australia, Hong Kong and Singapore.

“This project explores and investigates connections between policy contexts, school experiences and children's everyday activities to enable policy makers, educators and parents to provide improved learning opportunities in children's lives.

“This work contributes a holistic understanding of children’s lifeworlds in schools and their homes across different cultural settings to better understand the constructions of childhoods and studenthoods.”

Empowering early childhood teachers

I-Fang is also shaping the future of early childhood learning through her teaching roles with the University, where she is heavily involved in designing and delivering high-quality courses grounded in research.

I-Fang supervises several higher research students, is the course coordinator for several undergraduate and master courses and holds the role of program convenor for the Bachelor of Teaching (Early Childhood/Primary) (Honours) and Bachelor of Education (Early Childhood/Primary) programs. Every year, I-Fang facilitates intercultural learning by leading multiple New Colombo Plan Mobility Projects with the University, providing students with the opportunity to learn overseas.

While empowering the next generation of early childhood teachers, I-Fang also partners with local centres to support current practice. In recent years, I-Fang has built a strong relationship with the Early Learning Working Party at the Maitland-Newcastle Catholic Diocese School Office where she offers critical perspectives to support and advocate for children’s rights to play in school settings.

“This standpoint on the importance of play and its positive implications for education and wellbeing has been well recognised as one of the key themes in the Early Learning Policy within the Maitland-Newcastle Catholic Schools.”

Working alongside early learning teachers is a career highlight for I-Fang. She revels in seeing how research is starting to inform practice, empowering teachers to question misguided practice and advocate for children’s rights on a day-to-day basis.

“One of the proud moments that keeps me going in the field of early childhood education and care is seeing how early childhood educators and teachers (both pre-service and in-service) are beginning to ask critical questions in their daily practices to rethink why they did what they did in the classrooms with children.”

“This means that my work has the capacity to create impact for teachers, working with them to unpack dominant narratives in education. I believe if we don’t question and challenge the taken-for-granted ‘truth’ in our education settings, we are providing a mis-education for all children.”

Image of I-Fang Lee

All the colours of childhood

Associate Professor I-Fang Lee’s intercultural research is scrutinising and challenging our contemporary construction of what consists an ‘ideal’ child and childhood, revealing new perspectives that can strengthen early childhood education pedagogy.What does society consider a ‘normal’ child and why? How…

Read more

Career Summary

Biography

Dr. I-Fang Lee is an Associate Professor in the School of Education at the University of Newcastle. Prior to joining UON, I-Fang was an Assistant Professor in the Department of Early Childhood Education at the Education University of Hong Kong (2006-2012). I-Fang's current research foci are on contemporary issues relating to changes and reforms in early childhood education and care, constructions of Asian childhoods, children's mental health and wellbeing, and global knowledge on appropriate pedagogical practices in the early years. Fundamental to these research foci are her critical perspectives on issues relating to equity and justice across different early childhood care and education systems in multiple cultural contexts.

Research Expertise:
Dr. Lee is currently a Chief Investigator on an ARC Discovery Project entitled: Global Childhoods in the Asian Century: Connecting Policy, Educational Experiences and Everyday Lifeworlds of Children in Australia, Hong Kong and Singapore. This project explores and investigates connections between policy contexts, school experiences and children's everyday activities to enable policy makers, educators and parents to provide improved learning opportunities in children's lives.

I-Fang's ongoing research trajectories focus on:

  • Reconceptualising the constructions of global and Asian childhoods
  • Education and care reform policies
  • Global knowledge/power matrix for the productions of dominant pedagogical practices

I-Fang draws on critical theories and post-structural theoretical frameworks to challenge the making of social inclusion/exclusion and to rethink issues concerning equity in the early years.

More recently, I-Fang collaborates on several interdisciplinary projects with School of Nursing and Midwifery to explore children's emotional well-being and mental health issues.

Teaching Expertise:
I-Fang's philosophy of teaching and learning is deeply rooted in and shaped by critical theories and pedagogies. Dr. Lee draws from a diverse selection of critical analytical tools such as post-structural theories, critical race theory, critical theories and pedagogies and other related theoretical/conceptual frameworks to engage all students in rethinking why we think what we think in the field of education. I-Fang seeks to unpack the dominant pedagogical practices in early childhood education and care with the goal to understand educational and social justice issues concerning equity, diversity and inclusion for all.

At the undergraduate level, I-Fang teaches courses in early childhood education including diversity and inclusion, leadership and advocacy, approaches to early childhood education, contemporary issues and reforms in early childhood education. I-Fang also supervises Honours, Master of Philosophy, PhD students on topics relating to early childhood education and care.

Administrative Expertise:
I-Fang is the Program Convenor of the Bachelor of Teaching (Early Childhood/Primary) (Honours) and Bachelor of Education (Early Childhood/Primary) programs. She is also a course coordinator for several undergraduate and master courses for both Central Coast (Ourimbah) and Callaghan campuses at the University of Newcastle.

New Colombo Plan Mobility Program Projects:
I-Fang leads several multi-year New Colombo Mobility Projects.

Teaching in China (2017-2019). This project offers inter-cultural teaching and learning opportunity for Bachelor of Teaching (Early Childhood/Primary) (Honours) program students. This is a mobility scholarship program funded by the the Australian Government. 

A Semester of Study in Hong Kong (2018-2020). This project offers students an opportunity to a full semester of study experience at the Education University of Hong Kong. This is a mobility scholarship program funded by the Australian Government.

Nursing, Midwifery, Oral Health and Early Childhood & Primary Teaching students’ clinical practice in Vanuatu   (2018-2019). This project offers Education student a unique interdisciplinary filed experience to collaborate with students in School of Nursing and Midwifery, and School of Oral Health.

International Research Collaborations:
Dr. I-Fang Lee is a co-founder of the Global Childhoods Collective that is associated with the Global Childhoods project. This project aims to explore and understand the experiences of childhoods in Asia. The participating Asian cultural locations are Hong Kong, Japan, Korea, Malaysia, Taiwan, and Thailand (in alphabetical order). In 2010-2014, I-Fang was invited to become Velma E. Schmidt Fellow in the College of Education at the University of North Texas and became a member of the International Critical Childhood Studies Collaborative. The Collaborative is committed to social justice, peace, and equity for younger human beings.

In 2016, I-Fang is a Honorary Visiting Fellow at the University of Wisconsin-Madison. I-Fang is interested in international collaborations with researchers and HDR students on topics related to education and care in early years.

Journal Editor:

I-Fang is an Editor for the Global Studies of Childhood and an Associate Editor for The International Critical Childhood Policy Studies.

Global Studies of Childhood was conceptualized as a multidisciplinary space for researchers to share work that interrogates and challenges the complexities inherent to young people’s lives in the 21st century. Over seven years it has been at the forefront of innovation from its inception as an online-only journal with alternative and cutting edge papers from authors in the disciplines of Education, the Social Sciences and Humanities.

The International Critical Childhood Policy Studies Journal is an open-access, peer-reviewed e-journal for researchers, practitioners, and activists concerned with critical (e.g. poststructural, feminist, postcolonial) examinations of childhood policy conceptualizations and practices in a range of fields. Research projects and theoretical papers related to complexity, social justice, equity, and the re-constitution/re-inscription of oppression/privilege are highly encouraged.


Qualifications

  • PhD, University of Wisconsin-Madison - USA
  • Bachelor of Arts (Journalism), Ohio State University - USA
  • Master of Arts, Ohio State University - USA

Keywords

  • Children's Wellbeing and Mental Health
  • Comparative Education
  • Contemporary Issues of Equity and Diversity in Early Years
  • Cultural Studies
  • Curriculum and Instruction in Early Childhood
  • Early Childhood Education Policies and Changes
  • Early Childhood Education Policy
  • Foundations of Early Childhood Education
  • Leadership and Advocacy in Early Years
  • Paly
  • Poststructuralism in Early Childhood

Languages

  • Mandarin (Fluent)
  • Cantonese (Working)

Fields of Research

Code Description Percentage
130102 Early Childhood Education (excl. Maori) 50
160506 Education Policy 50

Professional Experience

UON Appointment

Title Organisation / Department
Associate Professor University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/08/2006 - 1/01/2012 Assistant Professor The Hong Kong Institute of Education
Department of Early Childhood Education
Hong Kong

Awards

Teaching Award

Year Award
2018 2018 Vice Chancellor's Award for Teaching Excellence and Contribution to Student Learning
The University of Newcastle
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (2 outputs)

Year Citation Altmetrics Link
2016 Cannella GS, Perez MS, Lee I-F, Critical examinations of quality in early education and care: regulation, disqualification, and erasure (Childhood Studies), Peter Lang Publishing, New York, 190 (2016)
Co-authors I-Fang Lee
2009 Lee I-F, Promising What through Preschool Vouchers? Illusions of Freedom, Equality, Democracy, VDM Verlag Dr. Müller, New York, U.S.A., 152 (2009) [A1]
Co-authors I-Fang Lee

Chapter (10 outputs)

Year Citation Altmetrics Link
2018 Lee I, 'Child-Centered Learning', Encyclopedia of Evolutionary Psychological Science, Springer, U.S.A. 8-10 (2018)
DOI 10.1007/978-3-319-16999-6_2439-1
Co-authors I-Fang Lee
2016 Lee I, ' I Can t Bring My Imagination to School. It Gets Me in Trouble : Learning How to Think and Fit Inside the Box in Kindergarten.', Women Education Scholars and their Children's Schooling, Routledge, New York 160-175 (2016) [B1]
Co-authors I-Fang Lee
2016 Lee IF, 'Paradoxical moments in children s contemporary lives: Childhoods in East Asia', Politics, Citizenship and Rights 73-87 (2016)

© Springer Science+Business Media Singapore 2016. What is childhood in an East Asian context? How have conditions of living and learning come to constitute children¿s lifeworlds t... [more]

© Springer Science+Business Media Singapore 2016. What is childhood in an East Asian context? How have conditions of living and learning come to constitute children¿s lifeworlds to elucidate social, cultural, economic, political, and education realities concerning ways of being in childhood? Seeking to understand the complexity of children¿s lifeworlds as well as to unpack the hopes and fears for children¿s being and becoming at the present and in the future, paying critical attention to the multiple definitions of the child and childhood across different spaces and places (i.e., home, school, community/society), this chapter offers an alternative reconceptualization of the dangers and limits of the global romanization of East Asian children¿s academic performance and achievement

DOI 10.1007/978-981-4585-57-6_18
Citations Scopus - 2
Co-authors I-Fang Lee
2016 Lee I, 'The dangers of the neoliberal imaginary of quality: the making of early childhood education and care as a service industry', Critical Examinations of Quality in Early Education and Care, Peter Lang, New York 105-121 (2016) [B1]
Co-authors I-Fang Lee
2016 Lee I, 'Paradoxical moments in children's contemporary lives: childhoods in East Asia', Politics, Citizenship and Rights, Springer, Singapore 73-88 (2016) [B1]
DOI 10.1007/978-981-4585-94-1_18-1
Co-authors I-Fang Lee
2015 Lee I, Tseng CL, Jun HJ, 'Reforming early childhood education as a smart investment for the future: Stories from East Asia', Global Perspectives on Human Capital in Early Childhood Education: Reconceptualizing Theory, Policy and Practice, Palgrave Macmillan, New York 119-141 (2015) [B1]
Co-authors I-Fang Lee
2014 Lee I, Nicola Yelland, 'The Global Childhood Project: Complexities of Learning and Living with a Bi-Literate and Trilingual Literacy Policy', Reconceptualizing Early Childhood Care and Education: Critical Questions, New Imaginaries and Social Activism, Peter Lang, New York 313-324 (2014) [B1]
Co-authors I-Fang Lee
2010 Lee I-F, 'Global and Local Trends for Governance and Planning in Early Childhood Education and Care: Effects of Preschool Vouchers.', Childhoods: A Handbook, Peter Lang, New York, New York, U.S.A. 131-144 (2010) [B1]
Co-authors I-Fang Lee
2006 Lee I-F, 'Illusions of Social Democracy: Early Childhood Educational Voucher Policies in Taiwan.', The Child in the World/the world in the Child: Education and the Configuration of a Universal, Modern, and Globalized Childhood, Palgrave Macmillan, New York, New York, U.S.A. 195-211 (2006) [B1]
Co-authors I-Fang Lee
2003 Bloch MN, Lee I-F, Peach R, 'Partnering to Serve and Save the Child with Potential', Educational Partnerships and the State: The Paradoxes of Governing Schools, Children, and Families, Palgrave Macmillan, New York, New York, U.S.A. 237-266 (2003) [B1]
Co-authors I-Fang Lee
Show 7 more chapters

Journal article (19 outputs)

Year Citation Altmetrics Link
2019 Lee IF, 'Editorial', Global Studies of Childhood, 9 3-4 (2019)
DOI 10.1177/2043610619833750
Co-authors I-Fang Lee, Laurence Boulle
2018 Lee IF, 'Children and popular culture', Global Studies of Childhood, 8 199-200 (2018)
DOI 10.1177/2043610618802499
Co-authors I-Fang Lee
2018 Lee I, 'Editorial', Global Studies of Childhoods, 8 (2018)
DOI 10.1177/0260106018771471
Co-authors I-Fang Lee
2018 Lee IF, '(Re)Landscaping early childhood education in East Asia: A neoliberal economic and political imaginary', Policy Futures in Education, 16 53-65 (2018) [C1]

© 2017, © The Author(s) 2017. This article unpacks how neoliberal discourse functions as a dominant but problematic system of reasoning that changes and shifts the ways in which w... [more]

© 2017, © The Author(s) 2017. This article unpacks how neoliberal discourse functions as a dominant but problematic system of reasoning that changes and shifts the ways in which we come to think about early childhood education and care. A post-structuralist lens is deployed to understand the production of fears and hopes under the looming shadows of contemporary education reforms and social policies. Highlighting Taiwan, Hong Kong and Korea as three cases from East Asian cultures, this article seeks to elucidate how a similar neoliberal economic and political imaginary is at work to (re)construct East Asian children as human capital for the alchemy of productive citizens in the 21st century.

DOI 10.1177/1478210317736434
Citations Scopus - 1Web of Science - 1
Co-authors I-Fang Lee
2018 Lee I, 'Editorial', Global Studies of Childhoods, 8 (2018)
DOI 10.1177/0260106018771471
Co-authors I-Fang Lee
2017 Lee IF, Yelland NJ, 'Crafting Miniature Students in the Early Years: Schooling for Desirable Childhoods in East Asia', International Journal of Early Childhood, 49 39-56 (2017) [C1]

© 2017, Springer Science+Business Media Dordrecht. This paper explores the concept of miniature students to interrogate the ways in which early childhood care and education system... [more]

© 2017, Springer Science+Business Media Dordrecht. This paper explores the concept of miniature students to interrogate the ways in which early childhood care and education systems in East Asian countries are being constructed. Experiences drawn from working in the Hong Kong education system and observations of teaching and researching in Hong Kong have enabled an analysis about the ways in which young children are conceptualized, normalized, and governed from the beginning of preschool. The purpose of the analysis presented is not to create an alternative grand narrative of childhood or studenthood, but rather to explicate the ways in which young children are being shaped into miniature students from the beginning of their (in)formal educational experiences. A post-structuralist lens is used to explore the ways in which this concept has become manifested within the context of a privatized system, regulated by government and supported by new forms of funding to increase participation. Going beyond the geopolitical space of Asia, the making of miniature students can also be observed in many other countries in which governments focus on ¿rigorous¿ assessment schemes or systems that are considered to result in improved high stakes test scores. The making of miniature students is perpetuated by a drive by governments toward narrow education outcomes.

DOI 10.1007/s13158-017-0183-7
Citations Scopus - 4
Co-authors I-Fang Lee
2016 Lee I-F, 'Special issue (Part 2): Regulating childhoods: Disrupting discourses of control', Global Studies of Childhood, 6 3-5 (2016)
DOI 10.1177/2043610616632817
Co-authors I-Fang Lee
2015 Lee I-F, 'Special issue (Part 1): Regulating childhoods: Disrupting discourses of control', Global Studies of Childhood, 5 223-225 (2015) [C3]
DOI 10.1177/2043610615601236
Co-authors I-Fang Lee
2014 Lee I-F, 'Assemblages of Quality Early Childhood Education and Care in the Cross-Taiwan Strait Geopolitical Space in Asia. Interplay of Opportunity and Risk', International Review of Qualitative Research, 7 80-92 (2014) [C1]
DOI 10.1525/irqr.2014.7.1.80
Co-authors I-Fang Lee
2014 LEE I-FANG, 'Contemporary Childhoods in Asia: becoming (pre)school students in Hong Kong', Global Studies of Childhood, 4 157-168 (2014) [C1]
DOI 10.2304/gsch.2014.4.3.157
Co-authors I-Fang Lee
2013 Lee I, 'Neoliberal imaginaries in early childhood education and care.', The International Journal of Early Childhood Learning, 19 27-35 (2013) [C1]
Co-authors I-Fang Lee
2013 Lee IF, Tseng CL, 'Young children's living and learning experiences under the biliterate and trilingual education policy in Hong Kong', Global Studies of Childhood, 3 26-39 (2013) [C1]
DOI 10.2304/gsch.2013.3.1.26
Co-authors I-Fang Lee
2013 Yelland N, Saltmarsh S, Lee IF, Blaise M, 'The Global Childhoods Project', Global Studies of Childhood, 3 . (2013) [C6]
2012 Lee I-F, 'Unpacking neoliberal policies: Interrupting the global and local production of the norms', Journal of Pedagogy, 3 30-42 (2012) [C1]
DOI 10.2478/v10159-012-0002-z
Citations Scopus - 6
Co-authors I-Fang Lee
2012 Lee I-F, 'Global childhoods: Portraits of living and literacy learning in Hong Kong', The International Journal of Learning, 18 17-27 (2012) [C1]
Co-authors I-Fang Lee
2008 Lee I-F, 'Formations of New Governing Technologies and Productions of New Norms: the dangers of pre-school voucher discourse.', Contemporary Issues in Early Childhood, 9 80-82 (2008) [C1]
Citations Scopus - 1
Co-authors I-Fang Lee
2008 Lee I-F, '(Re)Understanding the Montessori Method', Hong Kong Institute of Education, 7 25-31 (2008) [C1]
Co-authors I-Fang Lee
2008 Lee IF, Tseng CL, 'Cultural conflicts of the child-centered approach to early childhood education in Taiwan', Early Years, 28 183-196 (2008) [C1]

This paper discusses the cultural conflicts around the Western notion of child-centeredness in Taiwanese preschools. The implementation and translation of Developmentally Appropri... [more]

This paper discusses the cultural conflicts around the Western notion of child-centeredness in Taiwanese preschools. The implementation and translation of Developmentally Appropriate Practice (DAP) in Taiwan is highlighted as an example to understand productions of differences, norms and cultural conflicts in Taiwanese early childhood education. Throughout this paper, it is argued that multiplicities and differences are not acknowledged but instead are dangerously ignored while assumptions are made about a singular norm and homogeneous universal standard. From this perspective, it is asserted that the global circulation of a particular Western notion of child-centeredness should be (re)conceptualized as a cultural construct through which a particular system of reasoning or cultural knowledge is perpetuated. © 2008, TACTYC.

DOI 10.1080/09575140802163600
Citations Scopus - 21
Co-authors I-Fang Lee
2006 Lee I-F, 'Rethinking the Taiwanese Preschool Vouchers.', The Hong Kong Journal of Early Childhood, 5 33-40 (2006) [C1]
Co-authors I-Fang Lee
Show 16 more journal articles

Conference (9 outputs)

Year Citation Altmetrics Link
2017 Lee I, 'The Promise of Montessori Approach to Early Childhood Education in Today's Education Climate', The Promise of Montessori Approach to Early Education in Today s Education Climate, The Education University of Hong Kong, Hong Kong (2017)
Co-authors I-Fang Lee
2016 Lee I, Tseng C-L, 'The Alchemy of New Citizens in East Asian Schooling Systems: Fears and Hopes for Whose Children', Taupo, New Zealand (2016)
Co-authors I-Fang Lee
2015 Lee I, Yelland N, 'Schooling the body for the desirable studenthood in the early years: Interrogating the making of miniature students in East Asia', American Educational Research Association, Chicago, U.S.A. (2015) [E3]
Co-authors I-Fang Lee
2015 Lee I, 'Narratives of childhoods: Be(com)ing miniature students.', Dublin, Ireland (2015) [O1]
Co-authors I-Fang Lee
2014 Lee I, Yelland N, 'Understanding contemporary childhoods and studenthoods in the Asia Pacific Region', The Power of Education Research for Innovation in Practice and Policy, Philadelphia, PA (2014) [E1]
Co-authors I-Fang Lee
2013 Lee I, 'Unpacking neoliberal imaginary in Asia: Envisioning better early childhood education?', Abstracts. 9th International Congress of Qualitative Inquiry, Urbana-Champaign (2013) [E3]
Co-authors I-Fang Lee
2013 Lee I, 'Unpacking neoliberal imaginaries of early childhood education and care in East Asia', Abstracts. 9th International Congress of Qualitative Inquiry, Urbana-Champaign (2013) [E3]
Co-authors I-Fang Lee
2012 Lee I-F, 'Constructing quality early childhood care and education for all: A cultural perspective', Trans-Disciplinary Conference on Early Childhood Development and Education. Programme, Cape Town, South Africa (2012) [E3]
Co-authors I-Fang Lee
2012 Lee I-F, Yelland NJ, Tseng CL, 'Global childhoods: Portraits of living in the 21st century', AERA 2012 Abstracts, Vancouver, BC (2012) [E3]
Co-authors I-Fang Lee
Show 6 more conferences

Other (1 outputs)

Year Citation Altmetrics Link
2014 Lee I, Yelland N, Saltmarsh S, 'Contemporary childhoods in Asia: Becoming (pre)school students in Hong Kong.', ( pp.28-28): Common Ground Publishing (2014) [O1]
Co-authors I-Fang Lee
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Grants and Funding

Summary

Number of grants 16
Total funding $563,767

Click on a grant title below to expand the full details for that specific grant.


Highlighted grants and funding

Global childhoods in the Asian Century: Connecting policy, educational experiences and everyday lifeworlds of children in Australia, Hong Kong and Singapore$321,226

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team

Professor Nicola Yelland, Professor Sue Saltmarsh, Dr. I-Fang Lee, Dr. K.M. Lim, & Dr. A.K. Chan

Scheme Discovery Project
Role Investigator
Funding Start 2018
Funding Finish 2020
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

20192 grants / $3,000

27th International RECE Confererence, 31 October - 5 November 2019, New Mexico$2,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body Faculty of Education and Arts, University of Newcastle
Scheme FEDUA Conference Travel Grant
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

2019 Ourimbah Strategic Research Grant$1,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body Faculty of Education and Arts, University of Newcastle
Scheme Faculty funding
Role Lead
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

20188 grants / $503,426

Global childhoods in the Asian Century: Connecting policy, educational experiences and everyday lifeworlds of children in Australia, Hong Kong and Singapore$321,226

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team

Professor Nicola Yelland, Professor Sue Saltmarsh, Dr. I-Fang Lee, Dr. K.M. Lim, & Dr. A.K. Chan

Scheme Discovery Project
Role Investigator
Funding Start 2018
Funding Finish 2020
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

New Colombo Plan Mobility Program-A Semester in Hong Kong$77,000

Funding body: Australian Government

Funding body Australian Government
Project Team

I-Fang Lee

Scheme New Colombo Plan
Role Lead
Funding Start 2018
Funding Finish 2020
GNo
Type Of Funding C2120 - Aust Commonwealth - Other
Category 2120
UON N

Play in Australian Early Childhood and Care Settings: Theory and Practice$48,000

Funding body: The Education Universtiy of Hong Kong

Funding body The Education Universtiy of Hong Kong
Project Team

I-Fang Lee

Scheme Department of Early Childhood Education Study Tour Grant
Role Lead
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

New Colombo Plan Mobility Program-Nursing, Midwifery, Oral Health and Early Childhood & Primary Teaching students’ clinical practice in Vanuatu$46,200

Funding body: Australian Government

Funding body Australian Government
Project Team

Associate Prof. Sarah Yeun-Sim Jeong, Dr. Janet Wallace, and Dr. I-Fang Lee

Scheme New Colombo Plan
Role Investigator
Funding Start 2018
Funding Finish 2019
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

Supporting Wellness in Early Learning Environments (SWELE): A Feasibility Study of Children’s Physical, Emotional and Social Wellbeing.$7,000

Funding body: The University of Newcastle - Faculty of Health and Medicine

Funding body The University of Newcastle - Faculty of Health and Medicine
Project Team

R. Lee, S. Lane, S. Chan, and I. Lee

Scheme Strategic Pilot Grant
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

26th International RECE Conference, Denmark, 14 - 18 October 2018$2,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body Faculty of Education and Arts, University of Newcastle
Scheme FEDUA Conference Travel Grant
Role Lead
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

Developing a Protocol for Unstructured Play $1,000

Funding body: Faculty of Health and Medicine, University of Newcastle

Funding body Faculty of Health and Medicine, University of Newcastle
Project Team

R. Lee, S. Lane, S. Chan and I.L

Scheme Faculty Grant
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

Developing a Children’s Happiness Index$1,000

Funding body: Faculty of Health and Medicine, University of Newcastle

Funding body Faculty of Health and Medicine, University of Newcastle
Project Team

S. Jeong, R. Rosina, I.Lee and S. Chan

Scheme Faculty Grant
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

20172 grants / $34,000

New Colombo Plan Mobility Program-Teaching in China$33,000

Funding body: Australian Government

Funding body Australian Government
Project Team

I-Fang Lee

Scheme New Colombo Plan
Role Lead
Funding Start 2017
Funding Finish 2019
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

Children’s Mental Health & Wellbeing: Connecting Education and Health Science$1,000

Funding body: Ourimbah Strategic Research Grant

Funding body Ourimbah Strategic Research Grant
Project Team

Dr. I-Fang Lee, Associate Prof. Sarah Yeun-Sim Jeong, Dr. Robyn Rosina

Scheme Ourimbah Strategic Research Grant
Role Lead
Funding Start 2017
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

20151 grants / $2,000

International Conference: Anji Play from International Perspectives, China 11-14 June$2,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor I-Fang Lee
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500843
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $19,841

A Contract in Care: Investigating Families and their Relationships within Early Years Provision$15,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team

Joanne Ailwood; I-Fang Lee

Scheme FEDUA Strategic Networks and Pilot Projects (SNaPP)
Role Investigator
Funding Start 2013
Funding Finish 2013
GNo
Type Of Funding Internal
Category INTE
UON N

Global Childhoods: Portraits of Children’s Living and Learning in the Asia-Pacific$4,841

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor I-Fang Lee
Scheme New Staff Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300090
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $1,500

American Educational Research Association (AERA), Vancouver Canada, 13 - 17 April 2012$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor I-Fang Lee
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2013
GNo G1200552
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed2
Current7

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2019 PhD Studying the Effect of Augmented Reality Technology on Early Childhood Children's Academic Performance in Saudi Arabia PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2019 Masters Learning Resilience through Literacy Studies in an Examination Driven Context. Will a Covert, Abbreviated Learning Package Deliver Results? M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2018 PhD English Language Acquisition by Young Children: A Comparison Between Foreign and Local Teachers PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2018 PhD Examining the Power Effects that Influence Educator's Decision Making when Planning with the Early Years Learning Framework PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2018 PhD Practicum Experiences of Pre-Service Early Childhood Teachers and their Supervisors in Saudi Arabia PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2017 PhD Starting School in China: Parents and Teachers Perspectives on Transitions to School for Internal Migrant Children PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD International Female Doctoral Students: Narratives of Their Study Experiences in Australia PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2018 PhD The Representations of Life Outside Vietnam in First-Year Technical University Textbooks in Hanoi and their Influence on Students’ Intercultural Communicative Competence in English Learning PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD "She Doesn't Choose To Do Well": An Examination of the Discursive Constitution of Academic Underachievement PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
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Research Projects

International Critical Childhood Studies Collaborative 2010 - 2020

The International Critical Childhood Policy Studies Collaborative is founded by Professor able Cannella in 2010 with group members from the European Union, Norway, Canada, Hong Kong, New Zealand, and Australia. 

See: International Critical Childhood Policy Studies


A Semester of Study in Hong Kong at the Education Uiversity of Hong Kong (The New Colombo Plan Mobility Program 2018-2020) 2018 - 2020

This Mobility project will offer students in the Bachelor of Teaching (Early Childhood/Primary) (Honours) program a combined opportunity to undertake a semester of study experience at the Education University of Hong Kong (EdUHK) and a week of study tour at the schools in Anji, Zhejiang to increase their engagement and knowledge of Chinese cultures and education. By expanding partnerships to collaborate with the EdUHK and the Anji Bureau of Education (Early Education Office) in Zhejiang, this project aims to expand student mobility into greater China as well as to increase student knowledge of China.

For a semester of study experience in Hong Kong allows the students to deepen their knowledge of Hong Kong and greater China. UON students will be buddied up with EdUHK Early Childhood Education students and local teachers in Hong Kong and Anji to foster cross-cultural understandings and cultivate professional linkages/networks to sustain the ongoing bilateral relation in the future.


Nursing, Midwifery, Oral Health and Early Childhood & Primary Teaching students’ clinical practice in Vanuatu 2018 - 2020

The School of Nursing and Midwifery, School of Oral Health and School of Education will coordinate a 2-week clinical placement and filed experience in collaboration with the partner organisations listed in this NCP Mobility project. The objective of this project is to provide the students an opportunity to increase knowledge of Pacific in Australia; to understand the social determinants of health; and to gain a first-hand experience of nursing, midwifery and oral health practice, and the social and cultural importance of education in Vanuatu. Education students will organise playgroups and learning sessions in the Northern Provincial Primary schools in Luganville Santo Island. Students will examine the impact of social-political-economic challenges on equity, justice, resources and health, and the influence of culture of their own and others on health and education. They will be ‘work ready’ by enhancing their understanding of global interconnectivity, social responsibility and interdisciplinary team work.


Teaching in China (The New Colombo Plan Moblity Program) 2017 - 2019

This multi-year NCP Mobility project creates a unique pathway by combining EDUC3800 and a component of Teaching in China in Chinese-English bilingual kindergartens in China. The students in the Bachelor of Teaching (Early Childhood/Primary) (Honours) program at UON will gain in-depth understanding of contemporary China, Chinese cultures and language, and professional knowledge of Chinese early childhood education and care system to become reflective, thoughtful, and competent emerging leaders in the field of education.

123 AustChina Education Consultancy Group (123) is a private sector early childhood education and care provider and will act as host organisation for UON students in their multiple international kindergartens at Beijing, Shanghai, and Chengdu. This NCP Mobility Teaching in China project offers UON students opportunities to put theory into practice though direct learning, rich inter-cultural understandings and full engagement with local Chinese communities.

 


ARC Dsicovery Project- Global childhoods: Lifeworlds and educational success in Australia, Hong Kong and Singapore 2018 - 2020

This project investigates how everyday lifeworlds of Year 4 (9-10 year of age) students in Australia, Hong Kong and Singapore shape children's orientations to educational success. Situated in the global cities of Melbourne, Hong Kong and Singapore, this study explores connections between policy contexts, school experiences and everyday activities of children growing up in the Asian Century. Findings will advance knowledge of factors and contribute to children's understandings of how their experiences in and out of school prepare them for future in a global world. This will enable policy-makers, educators and parents to provide improved learning opportunities in children's lives.


Global Childhoods 2011 - 2020

Global Childhoods is an interdisciplinary, transnational, multi-sited research project based in the Asia-Pacific geopolitical region. This project was first initiated by Dr. I-Fang Lee and Prof. Nicola Yelland and funded by the Centre for Childhood Research and Innovation at the Education University of Hong Kong during September 2010- January 2012. The purpose of this research project is to explore and understand the experiences of childhoods in Asia. The participating Asian cultural locations are Hong Kong, Japan, Korea, Malaysia, Taiwan, and Thailand (in alphabetical order). In order not to over-simplify the multiplicities of global childhoods to a singular globalized childhood, we seek to reconceptualize children’s lived experiences in multiple lifeworlds including homes, schools and communities. Our overarching goal is to understand how children’s various experiences, both in and out of schools in their homes, communities and sociocultural networks may impact on their learning experiences in schools.


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Research Opportunities

Teaching in China

New Colombo Mobiity Program

Honours

Education

1/01/2017 - 31/12/2019

Contact

Associate Professor I-Fang Lee
University of Newcastle
School of Education
i-fang.lee@newcastle.edu.au

A Semester of Study in Hong Kong

This Mobility Project offers students in the Bachelor of Teaching (Early Childhood/Primary) (Honours) program a unique opportunity to a semester of study experience at the Education University of Hong Kong. Moreover, this project also collaborates with the Early Education Office in Anji, Zhejiang to expand student mobility into mainland China to gain knowledge of Chinese education system.

Honours

Education

2/03/2018 - 31/12/2020

Contact

Associate Professor I-Fang Lee
University of Newcastle
School of Education
i-fang.lee@newcastle.edu.au

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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

Country Count of Publications
Australia 9
Hong Kong 7
China 2
United States 2
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Associate Professor I-Fang Lee

Position

Associate Professor
School of Education
School of Education
Faculty of Education and Arts

Focus area

Education

Contact Details

Email i-fang.lee@newcastle.edu.au
Phone (02) 4348 4128
Fax (02) 4348 4075

Office

Room EN.208
Building Education and Nursing
Location Ourimbah
10 Chittaway Road
Ourimbah, NSW 2258
Australia
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