Jeong-Hee Kim, Ph.D.
Office: Education 378
Jeong-Hee Kim is a 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 epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. In particular, she engages in “hermeneutical excavation” of the stories of students and teachers around the notion of Bildung, a human way of developing or cultivating one’s capacity. She had an honor of being inducted into a distinguished group, Professors of Curriculum at AERA (American Educational Research Association) in 2014. She received the Faculty Excellence in Research/Creative Activities Award from Kansas State University in 2011, and two awards from AERA—Outstanding Narrative Research Article Award in 2009 and Outstanding Narrative Theory Article Award in 2007. Prior to joining Texas Tech University in September 2015, she worked at Kansas State University for 10 years. She recently published a comprehensive book on narrative inquiry with SAGE: Kim (2015) Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Thousand Oaks, CA: SAGE.
- PhD in Curriculum Studies, Arizona State University(Received a Spencer Foundation Dissertation award, $15,000)
- MA in Teaching English to Speakers of Other Language (TESOL), Arizona State University
- TESOL Certificate. Queensland University, Brisbane, Australia
- BA in English Education. Chonnam National University, South Korea
Areas of Expertise
- Curriculum Theory
- Narrative Inquiry
- Teacher Action Research
- Alternative Education
- At-risk Students
- Critical Theory
- Theory of Embodiment
Peer Reviewed Journal Article Publications
Peer Reviewed Journal Articles (* Designates student author):
Kim, J. H. (in Press). Autobiography as Foucauldian Askēsis: Care of the Self and Care of Others. a/b: Auto/Biography Studies.
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%)
Kim, J. H., & So, K.H. (2014). Arts-based narrative inquiry for research on education: Possibility and significance. The Korean Journal of Curriculum Studies 32 (2), 21-40.
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%)
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.
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%)
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%)
Kim, J. H. (2010). Understanding student resistance as a communicative act. Ethnography and Education,5 (3), 261-276. (Acceptance rate: 30%)
Kim, J. H. & Macintyre Latta, M. (2010). Narrative inquiry: Seeking relations as modes of interactions. The Journal of Educational Research, 103 (3), 69-71. (Acceptance rate: 18%)
Macintyre Latta, M. & Kim, J. H. (2010). Narrative inquiry invites professional development: Educators claim the creative space of praxis. The Journal of Educational Research, 103 (3), 137-148.
Kim, J. H. (2008). A romance with narrative inquiry: Toward an act of narrative theorizing. Curriculum and Teaching Dialogue, 10 (1 & 2), 249-265. (AERA 2009 Narrative Theory Article Award)
Kim, J. H. & Taylor, K. A. (2008). An alternative for whom: Rethinking alternative education to break the cycle of educational inequality. The Journal of Educational Research, 101 (4), 207-219. (Acceptance Rate: 15-20%)
Kim, J. H. (2006). For whom the school bell tolls: Conflicting voices inside an alternative
high school. International Journal of Education & the Arts, 7 (6), 1-22. Available online at http://www.ijea.org /v7n6/. (Acceptance Rate: 15%) (AERA
2007 Narrative Research Article Award)
This article is cited as an example of narrative inquiry in the book by Leavy, P. (2009), Method Meets Art: Arts-Based Research Practice (pp. 28-29).
This article is reprinted in Gay, L. Mills, G. & Airasian, P. Educational research: competencies for analysis and applications. 9th ed. (pp. 392-401).
Kim, J. H. (2015). 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. Book 7. http://newprairiepress.org/ebooks/7
Book under contract:
Kim, J. H. (Under Contract). Theoretical Foundations of Social Inquiry: Who’s Afraid of Theory? Thousand Oaks, CA: SAGE (11 blind reviews)