Betina Hsieh
Professeure des Universités
Département d'éducation et formation des professeurs
Université de Washington (Seattle)
bychsieh%40uw.edu
Thèmes de recherche
Mes travaux portent sur la manière dont l'interaction entre l'identité des individus et les systèmes au sein desquels ils évoluent influence leurs actions (et leurs choix) en tant qu'éducateurs. Mes axes de recherche actuels incluent l'étude comparative internationale de l'enseignement en tant que profession, la relation entre l'identité et le mentorat en éducation, l'émergence et le développement de l'identité professionnelle des enseignants (et des formateurs d'enseignants), la formation initiale des enseignants, le leadership enseignant, les réseaux sociaux et la formation des enseignants, la place des Asiatiques-Américains dans le système éducatif, ainsi que le vécu des enseignants issus de la diversité.
Publications
Ouvrages scientifiques
Hsieh, B., Tourneville, J., Chopin, M-P, & Priede, A. (Dir.) (2026) Teachers in a World in Transition: International Perspectives on Education Reform and Teachers Lived Experiences. Routledge.
Hsieh, B., Priede, A. & Keirn, T. (2026) Systems Transformation for Equity in Education: Principles for Organizational Change. Myers Press.
Hsieh, B. & Coloma, R.S. (Eds.) (2025) Moments & movements: Counterstories of critical Asian American+ studies in education. Myers Press.
Kim, J. & Hsieh, B. (2022) The racialized experiences of Asian American teachers in the US: Applications of Asian Critical Race Theory to resist marginalization. Routledge.
Sélection d’articles dans des revues à comité de lecture
Hsieh, B., Priede, A. & Mounioloux, G. (2025). The great resignation in teaching: Illuminating an ongoing “crisis” in teacher dehumanization. Teachers and Teaching, Theory & Practice. https://doi.org/10.1080/13540602.2025.2526634
Hsieh, B. (2025) The pandemic as a portal: Asian American teachers and racial reckoning. Race, Ethnicity, and Education. https://doi.org/10.1080/13613324.2025.2528600.
Austin, T. & Hsieh, B. (2021) #SayHerName: Addressing anti-blackness in language and literacy curriculum. Journal of Adolescent and Adult Literacy, 65(3), 237-244.
Stewart, O., Hsieh, B., Pandya, J.Z., & Smith, A. (2021) What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education. Pedagogies: An International Journal, 16(2), 125-137.
Hsieh, B. & Nguyen, H.T. (2021) Coalitional resistance: Challenging racialized and gendered oppression in teacher education. Journal of Teacher Education, 72(3), 355-367.
Hsieh, B. & Nguyen, H.T. (2020) Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Journal of Diversity in Higher Education, 13(2), 169-180.
Hsieh, B. & Kim, J. (2020) Challenging the invisibility of Asian Americans in education. Review of Education, Pedagogy and Cultural Studies, 42(2), 95-103.
Navarro, O., Quince, C., Hsieh, B. & Deckman, S. (2019) Transforming teacher education by integrating the funds of knowledge of teachers of color. Review of Education, Pedagogy and Cultural Studies, 41(4-5), 282-316.
Sélection de chapitres d’ouvrage
Chopin, M-P., Croizier, C., Hsieh, B. & Tourneville, J. (2025). Crises et usages de la crise dans l’enseignement: Enjeux d’une comparaison France/ États-Unis [Crisis and Usages of Crisis in Teaching: Challenges of a French-American comparison] In S. Alix (Ed.) Crise(s) en education et en formation dans un monde globalisé: Perspectives internationals. Presses Universitaires de Grenoble.
Hsieh, B. (2023). Rhetoric, racial positioning, and resistance: Asian Americans and the need for critical global literacies across diaspora. In S. Kerkhoff & H.A. Spires (Ed.) Critical perspectives on global literacies: Bridging research and practice (pp. 215-229). Routledge.
Hsieh, B. (2022). Making space for ourselves, making space for each other: Humanizing practices in the ELA classroom and in teacher education. In E. Dutro (Ed.) Trauma-informed teaching: Responsive, humanizing classrooms. National Council of Teachers of English Special Issues Series: Volume 2.
Hsieh, B., Achola, E.O., Reese, L., Keirn, T., Davis, S., Navarro, O. & Moreno, J.F. (2021). Transforming educator practice through a culturally responsive and sustaining pedagogies rubric: Co-construction, implementation, and reflection. In E.C. Cain, J. Crawford, & R. Filback (Eds.) Cases on academic program redesign for greater racial and social justice. IGI Global.