Jeong-Hee Kim, Ph.D.

Education

• 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

Books

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:

http://www.depts.ttu.edu/vpr/focus/posts/2017/jeong-hee-kim-publication-award.php

http://www.methodspace.com/telling-story-narrative-inquiry-value/

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.