Meng Xiao (EdD, 2020)

Dr. Meng Xiao’s academic and professional journey centres on issues of race, ethnicity, and colonialism in education. As a scholar and educator committed to social justice and anti-oppressive pedagogy, Meng’s doctoral research examined the experiences of Chinese international graduate students in Canadian universities. Her dissertation explored how cultural identity, racial bias, and colonial legacies shape international student engagement and belonging in higher education.

Building on her academic foundation in Comparative, International, and Development Education, Meng’s work reflects a deep interest in understanding global disparities in education—often rooted in colonial histories and perpetuated by systemic inequalities. Her professional experiences, including roles as a Graduate Research Assistant and Course Instructor in both Canadian and Chinese educational settings, have provided her with firsthand insights into how race, ethnicity, and colonialism operate across diverse educational contexts.

Meng’s commitment to promoting gender equality in education in China highlights her recognition of the intersectionality of oppressions, including those arising from colonial and patriarchal structures. Through her academic service, publications, and conference presentations, she actively engages with issues of race, ethnicity, and colonialism—amplifying marginalized voices and challenging dominant narratives within education. By fostering inclusive and equitable learning environments, Meng exemplifies her dedication to dismantling oppressive systems and advancing transformative social change in education and beyond.

• Xiao, M. (2022). "Sense of belonging: rethinking engagement and needs of Chinese international graduate students at the Canadian higher education." Book chapter. In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students.
• Xiao, M. (2022). "Culture difference: student engagement of Chinese international graduate students at a Canadian university." Journal of Comparative & International Higher Education, 14(2).
• Xiao, M. (2021). "Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement." International Journal of Inclusive Education, 1-18. https://doi.org/10.1080/13603116.2021.1941318.
• Xiao, M. (2020). "Student engagement: Chinese international student experiences in Canadian graduate schools." PhD Thesis, Department of Sociology and Equity Studies in Education, Ontario Institute for Studies in Education, University of Toronto (Canada).