Specialty Area: Curriculum Studies & Curriculum Theories; University-Community-School Partnerships; Diversity and Justice Issues in Education; Research Methodology (Qualitative Research, Narrative Research)
Office #: Lewis Towers 1106, WTC
CV Link: Moon CV
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)
- EdD Teachers College, Columbia University (2011)
- Curriculum, Culture, & Communities (3Cs) - New EdD & MEd. Programs (Launched in 2021)
- Teaching, Learning, and Leading with Schools and Communities (TLLSC)
- Curriculum studies and theorizing
- Qualitative research methodologies
- Cross cultural conversation and transnational inquiry
- Community-school-university partnerships
Professional & Community Affiliations
- American Educational Research Association (AERA)
- AERA Special Interest Group-Confucianism, Taoism, and Buddhism in Education (CTBE)- Chair
- Multicultural Education Review - Associate Editor
- American Association for Advancement of Curriculum Studies (AAACS) - Treasurer (2016-2019)
- Korean Association for the Qualitative Inquiry (KAQI), Executive Board Member
- CIEP 440 Critical Investigations in the Field of Curriculum
- CIEP 521 Curriculum Theory and Research with Schools and Communities: Positionalities, Perspectives, and Transformations
- 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
- 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)
- Moon, S. (in press). 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. (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. (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.