Moon
Biographic Data
| ID | 18098 |
|---|---|
| NAME | Moon |
| FAMILY NAME | Moon |
| SIGNATURE | MOON |
| AFFILIATIONS | Loyola University Chicago |
| ORCID | 0000-0001-5913-9662 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Stories on Anti-Racist Performances
October 1, 2025Dear Professors of Beckys and Karens:We write this letter amid the confusion, frustration, and challenges of pursuing equal human rights for people of all cultural backgrounds and th
Relationships in-the-making in virtual learning communities
This paper explores the complex, discursive constructions of relationships in online learning communities in the pursuit of equity and diversity. Using Braidotti’s (2019) posthuman theory and diverse intellectual traditions, the authors contemplate how subjectivities and relationality complicate discourse on relationships and relationalities, which are critical elements in multiculturalism, in an online learning community. Post-qualitative inquir…
The Call to Teach Without a “Call” to Teach
Non‐violencing
This paper explores the challenges of non‐violence as an educational subject. Conceptually framed by nonduality, this cross‐cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non‐violence into non‐violencing within the educational discourse. Non‐violencing is a shift that opens up space to theorise non‐violence as open‐ended, uncertain and dynamic. Dr. Moon utilises Laozi's Taoism to examine yin–yang cosmology to…
The paradox of post-postmodernism
Educators live in a paradoxical space of Tao and wuwei: Tao is not Tao once it is labeled. Post- postmodernism resides in this unknown space—space where multiple, unknown angles exist in creating us-ness (which is never a uniformed, exclusive format of it). Indeed, a paradox is and is not post-postmodern
Complicated narratives of ‘Korean-ness’
The purpose of this paper is to advance the discourse on parental involvement drawing from Butlerian notion of strategic provisionality. In developing a new approach to understanding cultural differences and their relation to Korean parental involvement, the authors analyze qualitative and quantitative data from five New York metropolitan elementary schools. The authors examine the ways in which ‘Korean-ness’ and Korean parental involvement are d…
The ARtS Community Without Community
This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through danc…
(Im)possible Identity
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative rese…
Donghak (Eastern Learning), Self-cultivation, and Social Transformation
This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including servin…
Wuwei (non-action) Philosophy and Actions
This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei (non-action), the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laoz…
Elusive Images of the Other
South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world histo…
"Disciplinary Images of "Korean-Ness
The purpose of this study is to generate complicated conversations about identity and culture with an examination of various panoptic technologies, including separation, invisibility, control, and productivity. Drawn from Foucault's panopticism, the author examines how discipline operates as a controlling power in several Korean institutions of schools, the seminary, and the military. This autobiographical self-reflexive research explores discipl…
Rethinking Culturally Responsive Teaching
Culturally responsive teaching (CRT) is one of the major discourses in multicultural education. The author challenges the assumptions of CRT to explore the (im)possibilities of expanding discourse around this pedagogy and policy. Framed with poststructuralist theories, he argues that dominant CRT discourses tend to label cultural identities using the binary identity categories of center/peripheral. He problematizes conventional CRT, which proceed…
Multicultural and Global Citizenship in a Transnational Age
Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea's case within this discourse and suggests multicultural citizenship and global citizenship educa…
The note of discord
Multicultural and Global Citizenship in a Transnational Age
Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea's case within this discourse and suggests multicultural citizenship and global citizenship educa…
Elusive Images of the Other
South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world histo…
Wuwei (non-action) Philosophy and Actions
This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei (non-action), the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laoz…
Donghak (Eastern Learning), Self-cultivation, and Social Transformation
This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including servin…
The note of discord
Non‐violencing
This paper explores the challenges of non‐violence as an educational subject. Conceptually framed by nonduality, this cross‐cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non‐violence into non‐violencing within the educational discourse. Non‐violencing is a shift that opens up space to theorise non‐violence as open‐ended, uncertain and dynamic. Dr. Moon utilises Laozi's Taoism to examine yin–yang cosmology to…
Relationships in-the-making in virtual learning communities
This paper explores the complex, discursive constructions of relationships in online learning communities in the pursuit of equity and diversity. Using Braidotti’s (2019) posthuman theory and diverse intellectual traditions, the authors contemplate how subjectivities and relationality complicate discourse on relationships and relationalities, which are critical elements in multiculturalism, in an online learning community. Post-qualitative inquir…
The Call to Teach Without a “Call” to Teach
Complicated narratives of ‘Korean-ness’
The purpose of this paper is to advance the discourse on parental involvement drawing from Butlerian notion of strategic provisionality. In developing a new approach to understanding cultural differences and their relation to Korean parental involvement, the authors analyze qualitative and quantitative data from five New York metropolitan elementary schools. The authors examine the ways in which ‘Korean-ness’ and Korean parental involvement are d…
(Im)possible Identity
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative rese…
"Disciplinary Images of "Korean-Ness
The purpose of this study is to generate complicated conversations about identity and culture with an examination of various panoptic technologies, including separation, invisibility, control, and productivity. Drawn from Foucault's panopticism, the author examines how discipline operates as a controlling power in several Korean institutions of schools, the seminary, and the military. This autobiographical self-reflexive research explores discipl…
The note of discord
Multicultural and Global Citizenship in a Transnational Age
Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea's case within this discourse and suggests multicultural citizenship and global citizenship educa…
Rethinking Culturally Responsive Teaching
Culturally responsive teaching (CRT) is one of the major discourses in multicultural education. The author challenges the assumptions of CRT to explore the (im)possibilities of expanding discourse around this pedagogy and policy. Framed with poststructuralist theories, he argues that dominant CRT discourses tend to label cultural identities using the binary identity categories of center/peripheral. He problematizes conventional CRT, which proceed…
"Disciplinary Images of "Korean-Ness
The purpose of this study is to generate complicated conversations about identity and culture with an examination of various panoptic technologies, including separation, invisibility, control, and productivity. Drawn from Foucault's panopticism, the author examines how discipline operates as a controlling power in several Korean institutions of schools, the seminary, and the military. This autobiographical self-reflexive research explores discipl…
Elusive Images of the Other
South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world histo…
Wuwei (non-action) Philosophy and Actions
This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei (non-action), the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laoz…
The ARtS Community Without Community
This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through danc…
(Im)possible Identity
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative rese…
Donghak (Eastern Learning), Self-cultivation, and Social Transformation
This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including servin…
Complicated narratives of ‘Korean-ness’
The purpose of this paper is to advance the discourse on parental involvement drawing from Butlerian notion of strategic provisionality. In developing a new approach to understanding cultural differences and their relation to Korean parental involvement, the authors analyze qualitative and quantitative data from five New York metropolitan elementary schools. The authors examine the ways in which ‘Korean-ness’ and Korean parental involvement are d…
The paradox of post-postmodernism
Educators live in a paradoxical space of Tao and wuwei: Tao is not Tao once it is labeled. Post- postmodernism resides in this unknown space—space where multiple, unknown angles exist in creating us-ness (which is never a uniformed, exclusive format of it). Indeed, a paradox is and is not post-postmodern
Non‐violencing
This paper explores the challenges of non‐violence as an educational subject. Conceptually framed by nonduality, this cross‐cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non‐violence into non‐violencing within the educational discourse. Non‐violencing is a shift that opens up space to theorise non‐violence as open‐ended, uncertain and dynamic. Dr. Moon utilises Laozi's Taoism to examine yin–yang cosmology to…
The Call to Teach Without a “Call” to Teach
Relationships in-the-making in virtual learning communities
This paper explores the complex, discursive constructions of relationships in online learning communities in the pursuit of equity and diversity. Using Braidotti’s (2019) posthuman theory and diverse intellectual traditions, the authors contemplate how subjectivities and relationality complicate discourse on relationships and relationalities, which are critical elements in multiculturalism, in an online learning community. Post-qualitative inquir…
Stories on Anti-Racist Performances
October 1, 2025Dear Professors of Beckys and Karens:We write this letter amid the confusion, frustration, and challenges of pursuing equal human rights for people of all cultural backgrounds and th
Sociology (13 works) · Pedagogy (12 works) · Epistemology (10 works) · Global Education and Multiculturalism (8 works) · Political science (8 works) · Law (7 works) · Law (6 works) · Aesthetics (5 works) · Curriculum (5 works) · Higher education (5 works)