- Social structure and stratification
- Asian Canadian narratives
- Historical and contemporary aspects of educational streaming
- The political aspects of STEM
- Civic engagement and its uneven accessibility
- Qualitative Methods (e.g. ethnography, archival)
I am a critical scholar and a sociologist of education. My research interests focus on the role played by STEM (science, technology engineering, and mathematics) education in shaping Canadian society. These include topics such as how STEM education was historically conceived, whose interests STEM was meant to serve in various milieus, how STEM shapes political consciousness amongst youths, the role played by STEM in social reproduction, and how STEM-based forms of social organization affect class, race, and gender relations. I primarily use qualitative methodology in my research, and I have experience in both ethnographic studies and archival studies.
My recently completed doctoral dissertation, titled 'Extrinsic Learning, Corporate Streaming, and Ungrounded Voting', is an ethnographic study that explores how STEM-based educational streaming has affected the political mentality of Asian Canadians youths, and how it has impacted the terms of their social and cultural belonging.
My M.A. research was in the history of education. My Master's research focused on the history of STEM education in early Canada, how it gained traction as an ideology amongst elites, and how it gradually devolved from a working-class programme to a conservative force from the 1880s to the 1960s.
I am very passionate about teaching. My teaching philosophy aims at providing a safe space where students can learn without worry and anxiety, where they can approach knowledge from a place of curiosity rather than fear, and where they feel both included and engaged.
Bing, A. (2021). Extrinsic Learning, Corporate Streaming, and Ungrounded Voting: The role of STEM schooling in the political socialization of Asian Canadian youths. Doctoral Dissertation, Carleton University.
Bing, A. (2015). Pedagogical Progressivism and Science, Technology, Engineering, and Math Education: A Shared Historical Landscape in Ontario, 1871-1971. Masters Dissertation, University of Toronto.
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