Benjamin “Benji” Chang

Teacher Education and Higher Education (TEHE) Department
TEHE Benji Chang headshot

Associate Professor
Office: 482 SOE Building

Research Interest

teaching and teacher education, community engagement and social movements, minoritized communities, language, literacy and culture, Chinese and Asian diaspora, hip-hop and youth cultural studies


  • Ph.D. in Education, Graduate School of Education & Information Studies, University of California, Los Angeles
  • Chinese Language and Culture Program, Yale-China Chinese Language Centre, The Chinese University of Hong Kong
  • Joint American and Asian American Studies Program, University of Hawai’i, Manoa
  • M.Ed., Graduate School of Education & Information Studies, University of California, Los Angeles
  • B.A., Psychology, Minor in Teacher Education, University of California, San Diego


  • Clear Teaching Credential, Multiple Subject, Cross Cultural Language and Academic (CLAD) specialization, California


Benji Chang is Assistant Professor of Equity Education and Affiliate Faculty in International & Global Studies at UNCG.  Dr. Chang’s work focuses on social justice-oriented approaches to teacher education, community engagement, and language, literacy and culture, with a focus on minoritized groups and Asian diasporas.  He has worked with research universities around the Pacific Rim, including as Visiting Scholar to Beijing Normal University (China), McGill University (Canada), and the Queensland University of Technology (Australia), and as faculty at the Education University of Hong Kong where he won the Outstanding Teaching Performance Award for five consecutive years.  Dr. Chang serves on several Editorial Boards including Teachers College Record and Policy Futures in Education, and is incoming Co-Editor of Critical Inquiry in Language Studies.  He has received distinctions in the areas of pedagogy, literacy, and Asian studies through bodies such as the AERA and NCTE.  Prior to UNCG, Dr. Chang was an inner-city public school teacher, hip-hop artist, and Postdoctoral Fellow at Teachers College, Columbia University.​


Selected Book Chapters

Chang, B., Baimaganbetova, S., Yang, M., Cheung, I. Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An Asian educational pipeline model for social justice teacher education. In B.S. Faircloth, L.M. Gonzalez, & K. Ramos (Eds.), Belonging: Conceptual critique, critical applications (pp. xx-xx). New York: Rowman & Littlefield.

Chang, B. & Salas, S. (2020). Disrupting method: critical pedagogies and TESOL. In J. K. Shin & P. Vinogradova (Eds.), Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. (pp. xx-xx). New York: Routledge.

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). London: Routledge.

Chang, B. (2018). Social justice. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6).  Hoboken, NJ: John Wiley & Sons, Inc.

Chang, B. (2017). Asian Americans and education. In G. W. Noblit (Ed.), The Oxford research encyclopedia of education (pp. 1-39). Oxford: Oxford University.

Chang, B. (2016). Chinatown gangs in the United States. In J. H. X. Lee (Ed.), Chinese Americans: The history and culture of a people (pp. 155-157). Santa Barbara: ABC-CLIO.

Chang, B. (2014).  “Upset the set-up” – a path towards self-determination rooted in conscious hip-hop, Pin@y, and panethnic communities.  In M. Villegas, K. Kandi, & R. Labrador (Eds.), Empire of funk: Hip-Hop and representation in Filipina/o America (pp. 55-62).  San Diego: Cognella.

Chang, B. (2013). Larry Itliong. In E. Park & X. Zhao (Eds.), Asian Americans: An encyclopedia of social, cultural, and political history (1st ed., pp. 577-578). Santa Barbara, CA: ABC-CLIO.

Chang, B. (2013). Chinese lion dance in the United States. In E. Park & X. Zhao (Eds.), Asian Americans: An encyclopedia of social, cultural, and political history (1st ed., pp. 284-285). Santa Barbara, CA: ABC-CLIO.

Chang, B., & Au, W.  (2009).  You’re Asian, how could you fail math? Unmasking the myth of the Model Minority.  In W. Au (Ed.), Rethinking multicultural education: teaching for racial and cultural justice (pp. 207-217).  Milwaukee: Rethinking Schools.

Luke, A., & Chang, B.  (2007).  Foreword.  In K. Kumashiro & B. Ngo (Eds.), Six lenses for anti-oppressive education: Partial stories, improbable conversations (pp. 1-4).  New York: Peter Lang.

Selected Journal Articles

Chang, B. (2021). From ‘Model Minority’ to ‘Chinese Learner’:  Issues of culture, language, and educational equity with students of Chinese Heritage in the United States.  Journal of Ethnic and Migration Studies.

Chang, B. (2020).  Foreword to the Special Issue on World War Two.  Gum Saan Journal 41(1), 1-3.

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., & 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.

Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38.

Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360.

Chang, B., & Lee, J. H. (2012). “Community-based?” Asian American youth, parents and community in the shifting Chinatowns of New York and Los Angeles. Asian American Pacific Islander Nexus Policy Journal, 10(2), 99-117.

Chang, B. & Au, W.  (2008).  “You’re Asian, how could you fail math?” Unmasking the myth of the Model Minority.  Rethinking Schools, 22(2), 15-19.

Baldwin, C. & Chang, B.  (2001).  Teachers for Social Justice.  Teaching to Change LA, 1(1).