Seungho Moon
Professor
Seungho Moon, EdD, is Fulbright U.S. Scholar and 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)
Education
- EdD Teachers College, Columbia University (2011)
Research Interests
- Curriculum studies and theorizing
- Qualitative research methodologies
- Cross cultural conversation and transnational inquiry
- Community-school-university partnerships
Specialty Area
Curriculum Studies & Curriculum Theories; University-Community-School Partnerships; Diversity and Justice Issues in Education; Research Methodology (Qualitative Research, Narrative Research)
Professional/Community Affiliations
- Maxine Greene Institute – Board of Director
- Society of Professors of Education (SPE) – Board of Director
- Multicultural Education Review – Associate Editor
- The Hank Center for the Catholic Intellectual Heritage at Loyola University Chicago (Advisory Board Member)
- Supreme Court of Illinois Judicial College – Invited faculty
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
- CIEP 415 Models of Instruction
- CIEP 488 Participatory Action Research in Schools and Communities
- TLSC 110 The Profession and Our Program
- TLSC 120 Bringing Language, Learning & Development Theory into Practice
- TLSC 130 Community Immersion
- TLSC 140 Teaching, Learning and Leading for Social Justice
- TLSC 150 Constructive Learning Environments for Diverse Learners
- 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
Publications/Research Listings
Books
- Moon, S., Newbery, M., & Hrepich, J. M. (Eds). (2027) Light in bleak times: Reflections on Janet Miller’s curriculum theorizing and praxis. Emerald.
- 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 (Translated into Korean)
Selected Peer Reviewed Publications
- Moon, S., & Charlton (2026). Stories on anti-racist performances: Interrupting recalibrations of whiteness in teacher education. Multicultural Perspectives. 28(1), 3-13. https://doi.org/10.1080/15210960.2026.2630346
- Nelson, J. & Moon, S., (2025). Relationships in-the-making in virtual learning communities: theorizing relationships in critical multicultural education. Multicultural Education Review, 17(3), 307-329. https://www.tandfonline.com/doi/full/10.1080/2005615X.2025.2553992
- Moon, S., (2025). Releasing the Imagination in Judiciary Education: Object-Based Inquiry in Civic Wellness. Journal of Museum Education, 49(x), xx-xx. https://doi.org/10.1080/10598650.2025.2465099
- 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.
Selected Grant Projects
- Theorizing Self, Other, and Community with Korean Epistemologies: Implications for Social Transformation with Diverse Perspectives (Funded $5,000) - Office of Research Services, Loyola University Chicago, 2024
- Exploring the Emerging Paradigm of Teaching and Learning: Examining University-Assisted Community Schools (UACS)- Year 2. Office of Research Services, Loyola University Chicago, 2018 & 2020 (Funded $10,000) - The Principal Investigator.
- Korea’s Seo-dang Education: Examining Indigenous Epistemology and Theorizing Diverse Pedagogy ($13,367). Korean Studies Grant Program. Academy of Korean Studies (AKS)—The Principal Investigator (2017).
Other Resources
- Creating Dialogue with Art by Seungho Moon, Sam Ramos, and Kristen French (Collaboration with the Art Institute of Chicago)
- The ARtS (Aesthetic, Reflexive thoughts, & Sharing) Initiative
- SOE EdTalk Series: Half empty? Half full! Cultural identity and epistemology
Awards
- Korea as research: Ontology and methodology of Korean diaspora. Hosted by Seoul National University’s Kyujanggak Institute (규장각) for Korean Studies - International Center for Korean Studies (ICKS)
- 2025 Pedro Arrupe, S.J. Faculty Award for Diversity Leadership, Loyola University Chicago
- 2025 Janell Hutcherson Award for Distinguished Service Award, School of Education, Loyola University Chicago
- 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 Reade
- 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)