Dr. Yulong Li is an Assistant Professor (Teaching) at the School of Humanities and Social Sciences at the Chinese University of Hong Kong, Shenzhen. Before joining CUHK (Shenzhen), he worked as a full-time lecturer at The Education University of Hong Kong from 2017 to 2019. He taught core and optional courses such as educational research methods in the Master of Education program. From 2019 to 2023, he was an assistant professor at the School of Education, City University of Macau, where he taught courses related to theories and methodologies in education and general education. Yulong is particularly experienced in helping novice postgraduate students of social science understand research methodology and academic writing.  He successfully supervised over 30 master's students and examined over 100 oral defences for master's and doctoral students. His research interests include the application of theories by Foucault, Bourdieu, and other Continental thinkers to educational and sociolinguistic studies, as well as studies on EAP practitioners and their teaching. 

Awards and honors
  • 2022
  • 2017
  • 2016
  • 2014
  • 01


    Recognition for research excellence (City University of Macau)

  • 02


    Candidate of the most beautiful teachers in students' heart by the 2022 Graduand Committee, CityU Macau

  • 03


    Best Paper Award (The 1st Zhengjiang-Hong Kong Education doctoral students forum, Zhejiang Normal University)

  • 04


    Postgraduate Publication Award (Graduate School, The Education University of Hong Kong)

  • 05


    Phd Studentship (Sep, 2014-July, 2017) (Graduate School, The Education University of Hong Kong)


Selected peer-reviewed journal articles

Li, Y. , Sun, J. Chen, H. & Liu, X (Accepted). Enhancing University Students' Online Presence at The Sudden Transition to Online Teaching: Case Studies of Macau Award-winning Teachers' Practices and Phronesis.  Australian Journal of Teacher Education. (ESCI)

Li, Y. & Liu, X (Accepted). Foucauldian critical thinking: An antithesis to the discourse of technicalisation. Journal of Philosophy of Education. (SSCI)

Liu, X., Li, Y*., & Chen, C. (2024). The professional development of rural teachers in China based on their relationship with “left-behind” children. Asia-Pacific Journal of Teacher Education, online first, 1-18. (SSCI)

Li, Y. (2023). An instrumental case study of the online learning experience of Macau University students: What kind of online presence matters? SAGE Open, online first, October-December, 1-12. (SSCI)

Li, Y., Wu, Y., & Xiao, M. (2023). A corpus-based discourse analysis of liberal studies textbooks in Hong Kong: legitimatizing populism. Politics and Governance, 11(2), 261-271. (SSCI)


Li, Y. & Liu, X. (2022). A Phenomenological psychology study of university teachers’ lived experience of being pedagogical in neoliberalism. Frontiers in Psychology, 13, 1-7. (SSCI)


Li, Y. (2022). Docile Bodies in Chinese Schools: What Defines a Future Postmodern Education? Critical Education, 13(2), 22–44. (ESCI)


Li, Y., & Wu, Y. (2022). Why are the liberal studies textbooks that stigmatized China spread in Hong Kong? A textual analysis from Foucauldian order of discourse. International Critical Thought, 12(1), 116-132. (ESCI)


Wu, Y. & Li Y* (2022). How China and Chinese people are visually represented: The case of a series of Liberal Studies textbooks in Hong Kong, Journal of Education Culture and Society, 13(1), 403–417. ESCI)


Li, Y. (2021). A Critical Policy Analysis of the Implementation of the Bi-Literacy and Trilingualism Language Policy in Hong Kong: From a Postcolonial Perspective. SFU Educational Review, 14(1), 33–49.


Li, Y., D. Xiao, & X. Liu. (2021). On the Problems and Causes of the Past Versions of Hong Kong Liberal Studies Textbooks for Secondary Schools—Taking the “Hong Kong Today” Series as an Example. Studies on Hong Kong and Macau 《当代港澳研究》. (CSSCI集刊)


Liu, X & Li, Y*. (2021) A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence. Journal of Education Culture and Society, 12(1), 540-554. (ESCI)


Li, Y. & Liu, X*. (2021) A Bourdieusian Analysis of the Cultural Arbitraries in the Educational System for Chinese People in the Post WWII Hong Kong, 1940s-1970s, International Critical Thought, 11(2), 287-302. (ESCI)


Li, Y., Feng, Y*. & Liu, X. (2021). A Study of Chinese University English teachers’ subjectivity in a neoliberal EAP policy implementation: from a Foucauldian perspective. Taboo: The Journal of Culture and Education, 20(3), 55-74.


Li, Y. & Wang, L*. (2020). How TESOL differs from teaching EAP: A multiple case study of teachers’ perception in a pedagogical transition from TESOL to EAP teaching. Indonesia Journal of Applied Linguistics, 2(10), 562-570. (SCOPUS)


Li, Y. (2020) The Hidden Curriculum of an English for Academic Purposes Reform in Chinese Universities. Critical Education, 11(11), 1-15. (ESCI)


Li, Y., Yao, P. &Hu, B. (2020). Analyzing English for Academic Purposes textbooks: A study of intercultural issues. ELT Forum, 9(1), 1-15.


Li, Y. & Gong, R*. (2019). Motivating Chinese undergraduate students to learn EAP: An action research study in Shanghai, China. The Asian ESP Journal, 93-127. (SCOPUS)


Li. Y. (2019). Constant self-initiated teacher change, factors, and mechanism: a narrative inquiry. Cogent Education, 6(1), 1-15. (ESCI)


Li, Y. & Wang, L*. (2018). An ethnography of Chinese college English teachers’ transition from teaching English for General Purposes to teaching English for Academic Purposes. ESP Today - Journal of English for Specific Purposes at Tertiary Level, 6 (1).107-124. (ESCI)


Li, Y.& Wang, L*. (2018). An Ethnographic Exploration of Adopting Project-Based Learning in Teaching English for Academic Purposes. e-FLT, 15(2), 290-303. (SCOPUS)


Li, Y., & Wang, L*. (2017). Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy. Education and Information Technologies, 23, 555-568. (SSCI)



Selected monographs and book chapters

Li, Y. & Chen,J. (Forthcoming). Can social theories enable university students’ critical thinking development? Theories and Case studies. New York: Peter Lang.


Xie, Q. & Li, Y. (2023). Being Novice School Teachers in China: Concerns and Development in Knowledge, Skills, and Ethics. New York: Peter Lang.


Liu, X & Li, Y (2021). From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens. Berlin/Warsaw: Walter de Gruyter


Li, Y. (2020) Educational Change Amongst English Language College Teachers in China Transitioning from Teaching for General to Academic Purposes. Singapore: Springer.


Li, Y., Wang, H., Cai, S. & Wang, L.(2020). Social Media in Shadow Education in China, An Introduction In A. Tatnall (Ed.). Encyclopedia of Education and Information Technologies. New York: Springer.

Keynote speech

Yulong Li (on the 12th July 2020). Foucault' power, subjectivity, and possibility of postmodern education, at College of Education, Northwest Normal University.

Yulong Li (on the 26th Jun 2020). Deconstructing the topics and structures of master degree dissertation in education. School of Marxism, Northwest Normal University.

As a frequent peer reviewer for the following journals:

Education Information Technologies, The Asia-Pacific Education Researcher, ChinaCALL Journal, Frontiers in Education, Frontiers in Psychology, Critical Education, Journal of Critical Education Policy Studies, Cogent Education, Cogent Social Science, ELT Forum.