Jeong-Hee Kim, Ph.D.
Office: Education 378
Jeong-Hee Kim is Professor of Curriculum Studies in the Department of Curriculum and Instruction. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various onto-epistemological underpinnings of curriculum studies, focusing on inter- and trans-disciplinary research around the notion of Bildung, a human way of developing or cultivating one's capacity to the fullest. She recently received an NSF grant as co-PI ($497,856.oo) in collaboration with engineering and psychology faculty members to develop an innovative engineering curriculum. She also received the Barnie E. Rushing Jr. Outstanding Faculty Researcher award from Texas Tech University in 2018. In addition, she received the AERA Outstanding Publication award in 2017 for her book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research, Thousand Oaks, CA: SAGE. Kim is currently working on her second book project on theoretical frameworks with SAGE.
- PhD in Curriculum Studies, Arizona State University
- MA in Teaching English to Speakers of Other Language (TESOL), Arizona State University
- TESOL Certificate. Queensland University, Brisbane, Australia
Areas of Expertise
- Curriculum Theory
- Narrative Inquiry
- Philosophical Notion of Bildung
- Teacher Action Research
- Alternative Education
- At-risk Students
Kim, J. H. (2016). Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Thousand Oaks, CA: SAGE.
Kim, J. H., Morales, A., Earl, R., & Avalos, S. (2016). Being the “First”: A narrative inquiry into the funds of knowledge of first generation college students in teacher education. New Prairie Press eBooks. http://newprairiepress.org/ebooks/7
Kim, J. H. (under contract). Theoretical Foundations of Social Inquiry: Who's Afraid of Theory? To be published with SAGE.
Kim, J. H., Morrison, J., & Ramzinski, E (2019). Is Bildung possible in the classroom?: An exploration of autobiographical writing as philosophical exercise (askēsis) for developing one's Bildung. Journal of Curriculum and Pedagogy. (DOI: 10.1080/15505170.2019.1581676)
Kim, J. H., & So, K. (2018) Understanding the “Other”: Rethinking multicultural education in South Korea through Gadamer's Philosophical Hermeneutics. International Journal of Multicultural Education, 21(1), 102-117.
Bhattacharya, K. & Kim, J. H. (2018). Reworking prejudice in qualitative inquiry with Gadamer and De/colonizing onto-epistemologies. Qualitative Inquiry. (10% acceptance rate)
Zimmerman, A. S., & Kim, J. H. (2018). Storytelling as an invitation to become a self in the world: The promise
of narrative inquiry. In V. C. X. Wang (Ed.), Handbook of research on innovative techniques, trends, and analysis for optimized
research methods (pp. 172-184). Hershey, PA: IGI Global.
Kim, J. H., & Zimmerman, A. S. (2017). Bildung, Bildungsroman, and the cultivation of teacher dispositions, The Teacher Educator, 52 (3), 235-249. (Acceptance rate: 7-10%)
Zimmerman, A. S., & Kim, J. H. (2017). Excavating and (re)presenting stories: narrative inquiry as an emergent methodology in the field of adult vocational education and technology, Journal of Adult Vocational Education and Technology, 8 (2), 16-28.
Kim, J. H. (2017). Autobiography as Foucauldian Askēsis: Care of the self and care of others. a/b: Auto/Biography Studies, 32 (2), 327-329.
Kim, J. H., & *Wiehe, A. (2016). Understanding the Other through Art: Fostering Narrative Imagination in Elementary Students. International Journal of Education and the Arts, 17 (2), 1-33. Available at http://www.ijea.org/v17n2/v17n2.pdf. (Acceptance rate: 15%)
Martinie, S., Kim, J. H., & *Abernathy, D. (2016) “Better to be a pessimist”: A narrative inquiry into math teachers' experience of the transition to the Common Core. Journal of Educational Research. (Acceptance Rate: 15%)