Moon, Seungho

Title/s:  Associate Professor

Specialty Area: Curriculum Studies & Curriculum Theories; University-Community-School Partnership; Diversity and Justice Issues in Education; Research Methodology (Qualitative Research, Narrative Research)

Office #:  Lewis Towers 1106, WTC

Phone: 312-915-7403


CV Link: Moon CV


Seungho Moon, EdD, is an associate professor in Teaching and Learning. His research and passion center on releasing the social imagination for promoting equity and justice in education by interrogating interdisciplinary knowledge in Curriculum Studies and transnational theories. Projects in this vein encompass investigating cutting-edge discourse in curriculum and community-school-university partnerships, developing innovative research methodologies, and advancing cross-cultural conversation in the field of Curriculum Studies.

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


  • EdD Teachers College, Columbia University

Program Areas

  • Curriculum and Instruction
  • Teaching, Learning, and Leading with Schools and Communities

Research Interests

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

Professional & Community Affiliations

  • American Association for Advancement of Curriculum Studies (AAACS) - Treasurer (2016-2019)
  • American Educational Research Association (AERA)
    • AERA SIG-Confucianism, Taoism, and Buddhism in Education (CTBE)-Program Chair
  • Multicultural Education Review - Associate Editor
  • Korean Association for the Qualitative Inquiry (KAQI), Executive Board Member

Courses Taught

  • CIEP 440 Curriculum and Instruction
  • CIEP 521 Curriculum Theory and Research
  • TLSC 110 The Profession and Our Program
  • TLSC 120 Bringing Language, Learning & Development Theory into Practice
  • TLSC 130 Community Immersion
  • TLLSC 340 Teaching and Learning in an Area of Specialization (International Baccalaureate-Primary Years Programme)
  • TLLSC 350 Teaching and Learning with a Global Framework


  • 2019-2021 Community-Engaged Scholars Faculty Fellow, Center for Experiential Learning, Loyola University Chicago
  • 2017 Early Career Award American Educational Research Association (AERA)-CICCS SIG (Critical Issues in Curriculum and Cultural Studies)

Selected Publications


Peer Reviewed Journal Publications

  • Tocci, C. & Moon, S. (accepted). Non-violencing: Imagining non-violence pedagogy with Laozi and Deleuze. Journal of Philosophy in Education. Doi: 10.1111/1467-9752.12406
  • Moon, S., Ryan, A., Pigott, T. (2019) "Do this in memory of me": Examining Catholic subjectivity and teacher education. Cogent Education, 6(1). Doi: 10.1080/2331186X.2019.1592736
  • 27Moon, 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). https://www.tandfonline.com/doi/full/10.1080/2331186X.2018/1516498
  • Moon, S., & Jung, J. (2018). Complicated narratives of "Korean-ness": Towards strategic provisionality in parental involvement. Race Ethnicity and Education, 21(5), 643-660. http://dx.doi.org/10/1080/13613324.2017.1294567
  • 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. DOI: 10.1080/00131857.2016.1216386.
  • Moon, S. (2017). Reframing learning to teach diversity: Multicultural curriculum within a cosmopolitan context. Asia-Pacific Journal of Teacher Education. 45(5), 469-486. http://dx.doi.org/10.1080/1359866X.2016.1245407
  • 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. (2016). Donghak, self/other, and social transformation: Towards diverse curriculum discourses on equity and justice. Educational Philosophy and Theory, DOI: 10.1080/00131857.2016.1216386
  • Moon, S., & Strople, C. (2016). (Im)possible identity: Autoethnographic (re)presentation. The Qualitative Report. 21(7), 1320-1350. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss7/10.
  • Moon, S. (2015).  Wuwei (non-action) philosophy and actions: Rethinking “actions” in school reform.  Educational Philosophy and Theory. 47(5), 455-473.
  • Mills, A. & Moon, S. (2014). Teaching equity through “Gatsby” in the age of CCSS. English Journal: National Council of Teachers of English. 104(2). 86-92.
  • Kim, Y.C., Moon, S., & Joo, J. H. (2013). Elusive images of the Other: A postcolonial analysis of South Korean history textbooks. Educational Studies. 49(3). 213-246. (2013 Educational Studies Taylor and Francis Paper of the Year Honorable Mention)
  • 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. http://www.uwstout.edu/soe/jaaacs/upload/v9_Moon.pdf.