@article{65264, author = {{Lin-Januszewski, Liang-Wen}}, issn = {{0142-5692}}, journal = {{British Journal of Sociology of Education}}, pages = {{1--20}}, publisher = {{Informa UK Limited}}, title = {{{Symbolic haunting: first-generation university students’ limited sense of entitlement}}}, doi = {{10.1080/01425692.2026.2615957}}, year = {{2026}}, } @article{59163, abstract = {{While existing studies have extensively explored various facets of international students’ experiences, a gap remains in understanding the connection between their social capital accumulation and information-seeking practices that shape the incoming students’ extended transition process. Successful information-seeking is not solely related to academic outcome; it is also influenced by the social capital resources available within and beyond familiar cultural groups. This article sheds light on how international students’ social capital accumulation shapes their information searches across various online and offline social networks. A total of ten international students were interviewed at the beginning and the end of their first semester in Germany during the 2022–23 academic year. The findings demonstrate that the incoming students’ information-seeking strategies and social capital accumulation change over time. The students rely on their previously established social connections offline and online when preparing for their departure. Upon arrival in Germany, the students continue to search for information within their linguistic and cultural familiar groups, but their information-seeking process shifts to local in-person contexts. During the semester, lecturers and fellow students become useful information sources at the university while the students develop confidence in their foreign language skills.}}, author = {{Teichert, Jeannine and Lin-Januszewski, Liang-Wen}}, issn = {{2397-7140}}, journal = {{Transitions: Journal of Transient Migration}}, publisher = {{Intellect}}, title = {{{Linking social capital accumulation and information-seeking practices of international students in Germany}}}, doi = {{10.1386/tjtm_00071_1}}, year = {{2025}}, } @article{62121, abstract = {{This study explores undergraduate sociology students’ perceptions of conventional pedagogical practices and their aspirations for an ideal learning environment at a regional German university. Drawing on semi-structured interviews with 41 students enrolled between 2021 and 2023, the research investigates how students envision the study of sociology and their preferences for pedagogical approaches. The findings reveal that students’ diverse visions converge on common themes aligning with engaged pedagogy and critical pedagogy principles. Students express a desire for learning environments that challenge existing forms of domination, promote active knowledge acquisition, and foster mutual respect. They seek meaningful knowledge that connects theory to practice, facilitates personal growth, and empowers them to effect social change. The study contributes to ongoing debates about pedagogical practices in higher education, especially in sociology, by providing empirical evidence of students’ subjective experiences and desires, emphasising the need for engaged pedagogy that nurtures holistic development and values students’ agency.}}, author = {{Lin-Januszewski, Liang-Wen}}, journal = {{Sociology}}, keywords = {{bell hooks, critical pedagogy, engaged pedagogy, pedagogy of sociology, student voices}}, title = {{{Listening to students' voices: Engaged pedagogy as a pathway to pedagogical possibilities.}}}, doi = {{10.1177/00380385251391586}}, year = {{2025}}, } @inbook{62122, author = {{Chang, Chen-Wei and Lin-Januszewski, Liang-Wen}}, booktitle = {{Towards a gender-inclusive future: National strategies for cultivating women researchers in STEM}}, editor = {{Liu, H.-H.}}, issn = {{9786263457003}}, pages = {{235--262}}, publisher = {{National Academy for Educational Research}}, title = {{{Promoting women researchers in STEM: The case of German higher education.}}}, year = {{2025}}, } @book{62120, author = {{Lin-Januszewski, Liang-Wen}}, isbn = {{9781036228811}}, publisher = {{SAGE Publications Ltd}}, title = {{{How to Conduct Participatory Creative Visual Methods With Young Adults}}}, doi = {{10.4135/9781036228811}}, year = {{2025}}, } @inbook{50017, abstract = {{The establishment of the sociology of education is attributed to Émile Durkheim, one of the founding fathers of sociology. Durkheim’s fervent commitment to the sociological foundations of research methods and the inherent nature of education distinguish the sociological perspective on education from its counterparts in other social sciences, thereby inaugurating the inception of theoretical paradigms within the field of sociology of education. This chapter delineates the motivational forces behind Durkheim’s exploration of education’s multifaceted functions through the lens of social inquiry. It also discusses Durkheim’s significant contributions to the sociology of education, including innovative sociological methods for investigating educational phenomena and his three prominent books: Education and Sociology, Moral Education, and The Evolution of Educational Thought. New insights derived from Durkheim’s conceptualization of functionalism applied to the study of education are also presented. Concluding this chapter is a contemplative reflection on the unfinished intellectual endeavor of interpreting Durkheim’s work through the conflict tradition. This approach has been consistently overlooked, yet it provides valuable insights and unveils profound explanatory mechanisms for sociological analyses of education.}}, author = {{Lin-Januszewski, Liang-Wen}}, booktitle = {{The Palgrave Handbook of Educational Thinkers}}, editor = {{Geier , B.A.}}, isbn = {{9783030810375}}, publisher = {{Palgrave Macmillan, Cham}}, title = {{{Émile Durkheim: Father of the Sociology of Education}}}, doi = {{10.1007/978-3-031-25134-4_88}}, year = {{2024}}, } @inbook{50020, author = {{Lin-Januszewski, Liang-Wen}}, booktitle = {{Sociology of education: Theory, experience and implication}}, isbn = {{9789575119805}}, pages = {{205--229}}, publisher = {{Angle}}, title = {{{Teacher's roles and teacher professionalism}}}, doi = {{https://dx.doi.org/10.53106/9789575119805}}, year = {{2023}}, } @misc{50022, author = {{Lin-Januszewski, Liang-Wen}}, publisher = {{ECHER Blog}}, title = {{{Put in the time and effort to write rigorous, well-thought-out reviews”: Interview with Greg William Misiaszek, Executive Editor of “Teaching in Higher Education"}}}, year = {{2022}}, } @article{50019, abstract = {{In the COVID-19 pandemic, schooling systems across all levels have been forced into remote teaching dramatically and massively. It is critical to examine how education practitioners and students have responded to the goals and practices of schooling, and the progress of education equity issues in educational institutions against the background of such significant social change. Therefore, this article first focuses on the controversy of equity in the policy of citizen mobilization in times of pandemic, to underline the errors of different pandemic measures. Second, scrutinize the challenges faced by group differences in schooling in the context of the current pandemic from the angle of educational equity. Finally, we urge schooling systems to introduce the principle of inclusion of group differences from the very beginning of education provision. By so doing, the existing conditions of group differences can be recognized and the rights of different groups can be supported.}}, author = {{Chen, Shu-Min and Lin-Januszewski, Liang-Wen}}, issn = {{1680-6360}}, journal = {{教育研究月刊}}, number = {{344}}, pages = {{051--071}}, publisher = {{Angle Publishing Co., Ltd.}}, title = {{{疫情下遠距教學對差異群體教育公平的影響之探討}}}, doi = {{10.53106/168063602022120344004}}, volume = {{344}}, year = {{2022}}, } @article{50018, abstract = {{Educational authorities in Taiwan have been expanding the higher education sector since the 1990s to meet the demands of economic transformation and to meet cultural expectations. Consequently, the higher education system of Taiwan has evolved from an elite system to a universal one. The rapid expansion of higher education is also characterized by salient features such as the increase of higher degrees, an enlarged private sector, and diminishing numbers of junior college institutions and students. This study explores whether these changes at the national level have brought challenges to the labour market. Our findings reveal that intensified competition for employment caused by the increased number of college graduates has incurred extra monetary cost and uncertain wage prospects at the individual level. Disadvantaged students might suffer the most from the massification in light of increased financial investments and low(er) rates of return to higher education.}}, author = {{Chan, Sheng-Ju and Lin-Januszewski, Liang-Wen}}, issn = {{0952-8733}}, journal = {{Higher Education Policy}}, number = {{1}}, pages = {{17--33}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment}}}, doi = {{10.1057/hep.2014.33}}, volume = {{28}}, year = {{2015}}, } @misc{50027, author = {{hooks, bell}}, editor = {{Mei-hui, Liu}}, isbn = {{9789866624087}}, pages = {{Ch1, 2, 3, 14}}, publisher = {{Pro-Ed}}, title = {{{Teaching to transgress: Education as the practice of freedom}}}, year = {{2009}}, }