Dr. Ying Ma
B.A. (Beijing Foreign Studies University/ BFSU); M.Ed. (UBC); Ph.D. (UBC).
Dr. Ying Ma is an instructor in the Department of Educational Studies at Kwantlen Polytechnic University. Prior to pursuing graduate studies at UBC, she taught high school for seven years in Beijing, China. With experience teaching in diverse cultural settings, Dr. Ma brings a unique perspective to her role as a teacher.
Dr. Ma's background in both secondary and post-secondary education in China and Canada informs her research and teaching pedagogies. Her research interests include educational philosophy, curriculum studies, comparative research, narrative inquiry, teacher identity, teacher education, and ethics. Her focus on examining the intersection of philosophy, culture, ethics, and education provides valuable insights for developing culturally responsive, equitable, and dynamic teaching practices.
Courses taught
- EDUC 1150
- EDUC 2210
Areas of Interest
Educational Philosophy; Curriculum studies; Comparative research; Narrative inquiry; Teacher identity; Teacher education; Pedagogies; Ethics.
Scholarly Work
- Ma, Y. (2024). The ethics of becoming a good teacher: In conversation with Aristotle and Confucius. Routledge.
- Ma, Ying (2024) "Educational Evaluation as Hermes," Journal of Contemplative and Holistic Education: Vol. 2: Iss. 1, Article 4.
- Ma, Y. (2024) Book Review for Freirean Echoes: Scholars and Practitioners Dialogue on Critical Ideas in Education. Teachers College Record.
- Ma, Y. & Wang, H. Y. (2024). Pedagogy of Emptiness: A Daoist Perspective. Asian Pacific Education Review.
- Ma, Y. (2024) Amplifying witness and teaching as being with. Brock Education Journal. 33(2), 109-113.
- Ma, Y. (2024). The possibility of life in the Index: A phenomenological search in online Zoom teaching, 4(1), Holistic Education Review, 1-15.
- Ma, Y. (2023). An ethic of Philia: A renewed conversation about educational equality. Prospects.
- Ma, Y. (2021). A narrative re-searching for the practical identity as a teacher: Lear’s approach. Journal of Higher Education Theory and Practice, 21(13), 39-51.
- Ma, Y. (2021). Living impotentially: An allegorical inquiry, Transnational Curriculum Inquiry, 18(1), p. 48-65. https://ojs.library.ubc.ca/index.php/tci/article/view/196168
- Ma, Y., Wang, F. Chen, X. & Ai, Q. (2021). Restoring our “inner space” in education in the era of technology: An interpretation of William Pinar’s ideas. Journal of Teacher Education, 8(5), doi:10.13718/j.cnki.jsjy.2021.05.011
- Ma, Y. (2021). Reconceptualizing STEM education in China as praxis: A curriculum turn. Sustainability, 13 (4961). https://doi.org/10.3390/ su13094961
- Ma. Y. (2020). A renewed understanding of learning to teach: Aristotle, Confucius and my mother’s Stories. In A. Phelan, W. Pinar, N. Ng-A-Fook & R. Kane (Eds.), Reconceptualizing teacher education worldwide: A Canadian contribution to a global challenge. Ottawa: University of Ottawa Press.
- Ma. Y. (2018). Techne, a virtue to be thickened: Rethinking technical concerns in teaching and teacher education. Research in Education, 100(1), 114-129.
- Phelan, A., Smits, H. & Ma, Y. (2015). Philosophical Issues in Teacher Education: A Canadian Perspective In Falkenberg, T. (Ed.). Handbook of Canadian Research in Initial Teacher Education. Ottawa, ON. Canada.