Texas Tech University

Jeong-Hee Kim, Ph.D.

Professor, Department Chair
Curriculum & Instruction

Email: jeong-hee.kim@ttu.edu

Phone: 806-834-6075

Office: Education 104A


Jeong-Hee Kim is Professor and Chair of the Department of Curriculum and Instruction. Working as a curriculum theorist, teacher educator, and narrative inquiry methodologist, Kim's research centers around various onto-epistemological underpinnings of curriculum studies, focusing on the philosophical notion of Bildung, an edifying way of developing and cultivating self for the better. Kim is engaged with interdisciplinary curriculum making that links the field of curriculum studies with other disciplines such as engineering, veterinary medicine, arts and humanities. Kim is a co-PI of the NSF grant ($497,856.00) awarded in 2018 for a three year interdisciplinary project to develop an innovative graduate engineering curriculum in collaboration with faculty members in engineering, psychology, and studio art. She is also an award winning author, who received the 2017 AERA Outstanding Publication award for her book, Understanding Narrative Inquiry (2016), which is also translated in Chinese. Kim's research achievements were recognized by the Barnie E. Rushing Jr. Outstanding Faculty Researcher award from Texas Tech University in 2018. Kim is currently working on her new book on theoretical frameworks in social and human sciences.


Congratulations Dr. Kim
Jeong-Hee Kim


  • 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
  • Interdisciplinary Research Focusing on Engineering Education
  • Posthuman Understanding of One-Health, Sustainability, and Biodiversity

Selected Publications


Kim, J. H. (Under Contract) Theoretical Foundations of Social Inquiry: Who's Afraid of Theory? Thousand Oaks, CA: SAGE (Evaluated by 11 blind reviews), to be completed by 2021.

Kim, J. H. (2018). Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Chinese Edition, Psychological Publishing Co. 430 pages.

Kim, J. H. (2016). Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Thousand Oaks, CA: SAGE. 360 pages. (Received the AERA 2017 Outstanding Publication Award)

Related Interviews:



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. Available at http://newprairiepress.org/ebooks/7

Peer Reviewed Journal Articles and Book Chapters

(* Denotes student author at the time of publication)

Kim, J. H., Cruz, J., Hite, R., Dwyer, J., Gottlieb, J., Greenhalgh-Spencer, H., Park, M., Smit, J., Smith, P., & Zimmerman, A. (2020). Affective writing as a promise of “yet-to-become”: Unearthing the meaning of writing through the voice of tenure-track assistant professors. Taboo: The Journal of Culture and Education, 19(5), 103-119.

*Morrison, J. A., & Kim, J. H. (2020). Resisting the “Tyranny of an Expert”: A Journey Towards Relational Research. In A. Zimmerman (Ed.), Preparing Students for Community-Engaged Scholarship in Higher Education (pp. 43-60). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-2208-0.ch003.

Kim, J. H., *Morrison, J. A., & *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, 16(3), 242-262. (DOI: 10.1080/15505170.2019.1581676) (Acceptance Rate: 18%).

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. (SCOPUS)

Bhattacharya, K. & Kim, J. H. (2018). Reworking prejudice in qualitative inquiry with Gadamer and De/colonizing onto-epistemologies. Qualitative Inquiry. (Acceptance Rate: 10%, SSCI).

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%, SCOPUS)

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. (SCOPUS)

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. (SCOPUS)

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%, SSCI journal)

Kim, J. H., & So, K. H. (2014). Arts-based narrative inquiry for research on education: Possibility and significance. The Journal of Curriculum Studies 교육과정연구. 32 (2), 21-40. (KCI)

Kim, J. H. (2013). Teacher action research as Bildung: An application of Gadamer's philosophical hermeneutics to teacher professional development. Journal of Curriculum Studies. 45 (3), 379-393 (Acceptance rate: 6%, SSCI journal)

Kim, J. H., & *Abernathy, D. (2012).Understanding curriculum as a polyphonic text: Curriculum theorizing in the midst of Standardization. Journal of Curriculum Theorizing, 28 (1), 31-46 (Acceptance rate: 20%).

Kim, J. H. (2012). Understanding the lived experience of a Sioux Indian adolescent boy: Toward a pedagogy of hermeneutical phenomenology in education. Educational Philosophy and Theory, 44 (6), 630-648. (SSCI journal)

Macintyre Latta, M. & Kim, J. H.(2011). Investing in the curricular lives of educators: Narrative inquiry as pedagogical medium. Journal of Curriculum Studies, 43 (5), 679-695. (Acceptance rate: 6%, SSCI journal)

Kim, J. H.(2011). Narrative inquiry into (re)imagining alternative education for at-risk students: A case study of Kevin Gonzales. International Journal of Qualitative Studies in Education, 24 (1), 77-96. (Acceptance rate: 10%, SCOPUS)

Kim, J. H. (2011). Teacher inquiry as phenomenological Bildungsroman. In Saleh, I.M. & Khine, M. S. (Eds.), Practitioner Research in Teacher Education: Theory and Best Practices (pp. 221-238). Frankfurt, Germany: Peter Lang.