Lecturer - Secondary Education

Dr. Zhang has over decade of experience in cross-cultural teaching, learning and working in the U.S., China and Nigeria through a variety of settings including K-12 schools, universities, and education groups. As a culturally and linguistically educator, she is committed to making teaching and learning more culturally responsive. 

Her research interests include arts-based research in education, linguistic anthropology and intercultural discourse studies. She aims to create artful classrooms for CLD students by embracing the aesthetics of students' first language and culture abilities, exploring the creative value of students' "failure" and revisioning, and training TESOL & CLD educators as creative teaching artists.

Dr. Zhang is also a poetry lover. Her poem, “One Child Policy” was awarded second place in the 2012 Society for Humanistic Anthropology Poetry Competition held by the American Anthropological Association. She has a bilingual book of poetry (Chinese and English), Broadleaves (Shenyang Press) and numerous poems that appeared in literary magazines such as The Roadrunner Review, Lily Poetry Review, Bone Bouquet, K’in, DoveTales, North Dakota Quarterly, Literary Mama, Mom Egg Review, Adanna Literary Journal, Raising Mothers, and MUTHA Magazine.


  • Zhang, K. (2021). Becoming a first-time mother as an international graduate student: A poetic ethnography. In E. Fitzpatrick & K. Fitzpatrick (Eds.), Poetry, Method and Education Research. (pp. 132-151). New York, NY: Routledge.
  • Zhang, K. (2021). Writing the pandemic poetically and ethnographically as a Chinese motherscholar, job seeker and teacher educator. Anthropology and Humanism, 1-12. DOI: 10.1111/anhu.12341.
  • Zhang, K. (2021). Autoethnographic poetic inquiry: Writing poems as dialogic healing responses to the COVID-19 pandemic. Journal of Poetry Therapy, 34(3), 194-207. https://doi.org/10.1080/08893675.2021.1921478
  • Zhang, K. (2021). “Finally, I told my professor I was pregnant.” Becoming new mothers as international graduate students. Linguistics and Education, 63, 1-12. https://doi.org/10.1016/j.linged.2021.100922
  • Zhang, K. (2021). Embrace the uncontrolled nature of poetry writing: A poetic ethnographic study on international graduate student mothers’ intercultural discourses. Qualitative Inquiry, 27(3-4), 429-443. https://doi.org/10.1177/1077800420920696
  • Zhang, K. (2020). Learning the “language” of motherhood as international graduate student mothers: A poetic ethnography. Art/Research International: A Transdisciplinary Journal, 5(2), 309-344. https://doi.org/10.18432/ari29539
  • Zhang, K. (2020). A poetic reflection on the COVID-19 Pandemic. Social Anthropology/Anthropologies Sociale, 28(2), 384-385. http://dx.doi.org/10.1111/1469-8676.12833
  • Cahnmann-Taylor, M., Zhang, K. (2020). Arts-based educational innovation & poetry inquiry. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. (pp. 1-6). Singapore: Springer.
  • Zhang, K. (2019). Integrate the new mother identity in academia as international graduate students. American Association for Applied Linguistics Graduate Student Council Blog. Retrieved from https://www.aaal-gsc.org/post/integrating-the-new-mother-identity-in-academia-as-international-graduate-students
  • Cahnmann-Taylor, M., Nuruddin, S., Zhang, K., Wang, Y., Deaton, A., Meng, X., Brown-Lemley, A., & Sun, M. (2019). Critical intersections through poetry in a TESOL & world language graduate education program. Intersections: Critical Issues in Education, 3(2), 138-154 .
  • Cahnmann-Taylor, M., Zhang, K. (2018). The Arts and TESOL. In J. I. Liontas (Ed), The TESOL Encyclopedia of English Language Teaching, Volume 15. (pp. 1-6). Hoboken, NJ: John Wiley & Sons, Inc.
  • Zhang, K. (2018). Being pregnant as an international PhD student: A poetic autoethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for Practice (2rd ed.) (pp. 67-81). New York, NY: Routledge.
  • Zhang, K. (2017). [Review of the book TPRS with Chinese characteristics: Making students fluent and literate through comprehensible input, by T. T. Waltz]. International Journal of Applied Linguistics, 168(1), 129-133. https://doi.org/10.1075/itl.168.1.05zha
  • Cahnmann-Taylor, M., Bleyle, S. J., Hwang, Y., & Zhang, K. (2016). Teaching Poetry in TESOL Teacher Education: Heightened Attention to Language as Well as to Cultural and Political Critique Through Poetry Writing. TESOL Journal, 8(1), 70-101. https://doi.org/10.1002/tesj.263
  • Cahnmann-Taylor, M., Zhang, K. Bleyle, S. J., & Hwang, Y. (2015). “Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education. International Journal of Education & the Arts, 16(21), 1-30. Journal Publications (poetry and other creative writings)
  • Wagman, F. (2014). 与病魔抗争的日子——一位艾滋病患者母亲的回忆录 (Snippets from the trenches: A mother’s AIDS memoir). (K. Zhang & E. He, Trans.). Hangzhou: Zhejiang Publishing United Group Digital Media. (Original work published 2007)
  • Zhang, K. (2009). Broadleaves (poetry, Chinese and English). Shenyang: Shenyang Press.

Awards and Recognition

Kuo Zhang

Areas of Expertise and/or Research

  • Arts-based research in education
  • Linguistic anthropology
  • Intercultural discourse studies
  • Teacher education


  • Ph.D. in TESOL (Teaching English to Speakers of Other Languages) and World Language Education, University of Georgia, Athens
  • M.Ed. in TESOL, University of Georgia, Athens
  • B.A. in English, Beijing Institute of Technology, China


Office Location:

407A Waterman Building

  1. ResearchGate Profile

Courses Taught

  • EDSC 209 Jr. Prac
  • EDSC 226 St. Tchrs
  • EDFS 001 Race and Racism
  • EDSC 259 World Languages