Publications
- Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An educational pipeline model for social justice teacher education in times of division and authoritarianism. In B. Faircloth, L. Gonzalez, & K. Ramos (Eds.), Belonging: Conceptual critique, critical applications (pp. 225-249). Rowman & Littlefield.
- Chang, B. (2021). Critical literacy in Hong Kong and mainland China. In J. Pandya, R. Mora, J. Alford, N. Golden, & R. de Roock (Eds.), The critical literacies handbook (pp. 262-272). Routledge.
- Min, J. & Park, M. (2020). Investigating test practices and washback effects: Voices from primary school English teachers in Hong Kong. English Language Assessment, 15(2), 77-97.
- Chang, B. (2020). From ‘Illmatic’ to ‘Kung Flu’: Black and Asian solidarity, activism, and pedagogies in the Covid-19 era. Postdigital Science and Education, 2(2), 741–756.
- Chang, B., & Salas, S. (2020). Disrupting method: Critical pedagogies & TESOL. In J. K. Shin & P. Vinogradova (Eds.), Contemporary foundations for teaching English as an additional Language: Pedagogical approaches & classroom applications (pp. 15-22). Routledge.
- Chang, B. (2019). Two more takes on the critical: Intersectional and interdisciplinary scholarship grounded in family histories and the Asia-Pacific. Curriculum Inquiry, 49(2), 156-172.
- Chang, B. (2018). Issues of educational equity, curriculum, and pedagogy in Hong Kong. In K. J. Kennedy & J. C.-K. Lee (Eds.), The Routledge handbook on schools and schooling in Asia (pp. 113-122). Routledge.
- Chang, B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781–803.
- Chang, B. (2017). Building a higher education pipeline: sociocultural and critical approaches to ‘internationalisation.’ Hong Kong Teachers’ Centre Journal, 16(1), 1-25.