Moon, Seungho

About

Seungho Moon, EdD, is a Professor of Curriculum Studies in the Teaching and Learning Program. His research and passion center on releasing the social imagination for promoting equity and justice in education. Dr. Moon investigates cutting-edge discourse in curriculum and community-school-university partnerships. He also develops innovative research methodologies, and advances trans-cultural conversation in the field of Curriculum Studies.

“Look at things as if they could be otherwise…” (Maxine Greene)

Degrees

• EdD Teachers College, Columbia University (2011)

Program Areas

• Curriculum, Culture, & Communities (3Cs) - New EdD & MEd. Programs (Launched in 2021)
• Teaching, Learning, and Leading with Schools and Communities (TLLSC)

Research Interests

• Curriculum studies and theorizing
• Qualitative research methodologies
• Cross cultural conversation and transnational inquiry
• Community-school-university partnerships

Professional & Community Affiliations

• Society of Professors of Education (SPE) – Board of Director
• Multicultural Education Review - Associate Editor
• Educational Philosophy and Theory (EPAT) - International Board Member
• American Educational Research Association (AERA)
• American Educational Studies Association (AESA)
• The Hank Center for the Catholic Intellectual Heritage at Loyola University Chicago (Advisory Board Member)

Courses Taught

• CIEP 440 Critical Investigations in the Field of Curriculum
• CIEP 469 Issues that Shape Teaching and Learning in Urban Schools and Communities
• CIEP 521 Curriculum Theory and Research with Schools and Communities: Positionalities, Perspectives, and Transformations
• CIEP 425 Assessment Theory and Practice
• TLSC 110 The Profession and Our Program
• TLSC 120 Bringing Language, Learning & Development Theory into Practice
• TLSC 130 Community Immersion
• TLSC 300 Professional Learning Communities
• TLSC 340 Teaching and Learning in an Area of Specialization (International Baccalaureate-Primary Years Programme)
• TLSC 350 Teaching and Learning with a Global Framework

Awards

• 2023 Outstanding Book Award. Society of Professors of Education. The flows of transnationalism Cultural identities and reimagining curriculum.
• 2022 Outstanding Book Award. Society of Professors of Education. Curriculum Foundations Reader
• 2020 Excellence in Research Award, School of Education, Loyola University Chicago
• 2019-2022 Community-Engaged Scholars Faculty Fellow, Center for Engaged Learning, Teaching, and Scholarship (CELTS), Loyola University Chicago
• 2017 Early Career Award American Educational Research Association (AERA)-CICCS SIG (Critical Issues in Curriculum and Cultural Studies)

Selected Publications

Books

• Moon, S. (2022). The flows of transnationalism: Cultural identities and reimagining curriculum. Routledge
• Ryan, A., Tocci, C., & Moon, S. (2020). The curriculum foundations reader. Palgrave Macmillan
• Moon, S. (2019). Three approaches to qualitative research through the ARtS: Narratives of teaching for social justice and community.  Brill|Sense (Translate into Korean)

Selected Peer Reviewed Publications

• Moon, S., Schmidt, J., Press, A., Ensminger, D., Hendrickson, M. (2023). An emerging university school partnership: A story in two acts. Engage!
• Moon, S. & Guo, W. (2021). Curriculum theorizing of self-other for change: To see, to observe, and to contemplate through I-Ching (The Book of Change). The Curriculum Journal
• Moon, S. (2021). Transational curriculum studies. In William H. Schubert and Ming Fang He (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press. 
• Tocci, C. & Moon, S. (2020). Non-violencing: Imagining non-violence pedagogy with Laozi and Deleuze. Journal of Philosophy in Education.
• Moon, S., Ryan, A., & Pigott, T. (2019) “Do this in memory of me”: Examining Catholic subjectivity and teacher education. Cogent Education, 6(1).
• Moon, S. (2018). The paradox of being and the (im)possibility of post-modernism: A paradox and Eastern Thought. Educational Philosophy and Theory, 50(14), 1450-1451.
• Moon, S. (2018). Seodang: A pilgrimage toward knowledge/action and "us-ness" in the community. Cogent Education, 5(1). 
• Moon, S., & Jung, J. (2018). Complicated narratives of "Korean-ness": Towards strategic provisionality in parental involvement. Race Ethnicity and Education, 21(5), 643-660. 
• Moon, S. (2017). Donghak, self/other, and social transformation: Towards diverse curriculum discourses on equity and justice. Educational Philosophy and Theory, 49(12), 1146-1160. 
• Moon, S. (2017). Reframing learning to teach diversity: Multicultural curriculum within a cosmopolitan context. Asia-Pacific Journal of Teacher Education. 45(5), 469-486. 
• Moon, S. (2016). “Active citizenship is an awesome party!” Creating in-between spaces for the school-community-university partnership. Teaching Artist Journal, 14(3). 145-153.
• Moon, S., & Strople, C. (2016). (Im)possible identity: Autoethnographic (re)presentation. The Qualitative Report. 21(7), 1320-1350. 
• Moon, S. (2015).  Wuwei (non-action) philosophy and actions: Rethinking “actions” in school reform.  Educational Philosophy and Theory. 47(5), 455-473.
• Moon, S. (2013). Tasanhak, Korean Neo-Confucianism, and curriculum studies: Complicating conversations in human nature, knowledge, and justice. Journal of Association of the Advancement of Curriculum Studies. 9(1). 1-18.

Other Resources

· The ARtS (Aesthetic, Reflexive thoughts, & Sharing) Initiative

· SOE EdTalk Series: Half empty? Half full! Cultural identity and epistemology