Yeji Kim
Biographic Data
| ID | 4066469 |
|---|---|
| NAME | Yeji Kim |
| GIVEN NAMES | Yeji |
| FAMILY NAME | Kim |
| SIGNATURE | KIM Y |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-5423-5994 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Rooted in history, rising with community
Theoretically framed by counterspaces and methodologically grounded in community-based research, this study explores community participants’ experiences in an Asian American and migrant youth-led community workshop on Asian American histories held in a predominantly white midwestern town. It asks: How do community participants experience a youth-led community workshop on Asian American histories and in what ways does the workshop function as coun…
Powered by Relationships, Solidarity, and Transnational and Multilingual Networks
This study draws on year-long case study data from Jackson High School, which serves refugee-background students in the Midwest of the United States and situates it within the theoretical framework of critical care, which emphasizes the importance of critical consciousness and asset-based approaches in caring for students from historically minoritized communities. By illuminating the promising advocacy practices of Jackson High School—not only in…
Engaging, Learning, and Thriving Within and Beyond the Classroom Walls
Extending emerging scholarship that emphasizes asset-based and collaborative approaches to parental engagement, this qualitative case study examines how teachers at Jackson High School, serving a predominantly refugee-background student population, engage with students’ families. The study challenges long-standing deficit-oriented and assimilationist practices that have marginalized refugee-background families and reimagines schools as equitable,…
Co-Constructing Third Space with Asian American and Migrant Youth Through Youth Participatory Action Research
Teaching beyond rescue-liberation discourses
Empowering refugee-background students through transnational, multimodal, and critical pedagogy
Guided by the theoretical framework of critical transnational curriculum, this yearlong case study examines the pedagogical practices of high school teachers working with refugee-background students in the Midwest. By focusing on the underexplored context of refugee education in this region, the study highlights the need for more empirical research on how teachers across diverse regional and sociopolitical settings educate refugee-background stud…
Transnational Engagement as Rebellion and the Act of Teaching as Resistance
Theoretically framed by cultural and transnational citizenship, this narrative inquiry study engages with the lived experiences and teaching practice of an Arab migrant social studies teacher named Mr. Ahmad (pseudonym). More specifically, we examined Mr. Ahmad’s understanding of his positions and sense of place as an Arab migrant in the United States and his active involvement in transnational politics and teaching endeavors across the borders t…
Public Pedagogy for Undocumented Migrant Children
Theoretically framed by public pedagogy, the study explores teachers’ use of public sites for undocumented migrant children. The findings demonstrate that teachers utilized various non-school, informal, and public spaces including libraries/museums, open marketplaces, and public parks/squares as powerful platforms to foster children’s learning, transnational connectivity, and local sense of belonging. The study provides implications for researche…
Stormwater digital twin with online quality control detects urban flood hazards under uncertainty
Absence, decontextualization, and Saviorism
Documenting resiliencies, aspirations, and cultural assets of migrant teachers with undocumented backgrounds
Teaching while reclaiming
Affirming transnational connections and empowering with anti-racism
Leveraging Community Assets and Carving Out the Anti-Racist Futures
Framed by community-responsive pedagogy, this study focused on Asian American teachers in NYC public schools and explored how they used community resources in their teaching for students who were predominantly of Asian descent. The findings show that the teachers centered their students’ own ethnic communities to discuss and make sense of hatred and harassment targeting Asian communities during the pandemic. Teachers also used various locally ava…
Connecting Everyday Lives to Classrooms
Building Trusting Relationships and Reciprocal Community
Conceptually guided by asset-based approaches to migrant parent–teacher relationships, this qualitative case study explores the perspectives and experiences of teachers working at St. Mary’s Preschool (pseudonym), which serves the vast majority of undocumented children and their families in South Korea. More specifically, using asset-driven lenses that position migrant parents as collaborators or partners who are capable of engaging in their chil…
Care that transcends legal citizenship
Guarea microcarpa C. DC. extract inhibits NLRP3 inflammasome by suppressing its ATPase activity
Our results demonstrate the anti-inflammatory effects of GM via suppressing the NLRP3 inflammasome. Therefore, GM can be a potential therapeutic candidate for various inflammatory diseases caused by aberrant NLRP3 inflammasome activation
Transnational Funds of Identity of Korean American and Migrant Youth
Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in the suburban Midwest of the United States. Specifically, the study investigates how Korean American and migrant youth who served as leaders and members of the organization have developed and expressed their funds of identity, which assist them in navig…
Harnessing transnational funds of knowledge through translanguaging pedagogy
Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao's vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs var…
Toward a resilient, resistant, and reciprocal community
Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically…
Maneuvering through undocumented and documented status
Theoretically framed by liminal legality, this narrative inquiry study focused on a social studies migrant teacher named Ms. Ali who had maneuvered through the multilayered categories of legal status—undocumented, DACA recipient, and permanent resident—and explored how her continuous liminal legality had influenced her personal, professional, and civic educational trajectories. The findings of the study demonstrate how Ms. Ali's legal vulnerabili…
Transnational funds of knowledge in Asian diasporas
This qualitative case study focuses on two Asian transmigrant siblings who are teachers that lived in seven different countries and grew up navigating a multitude of geographic and cultural borders. Informed by the concept of transnational funds of knowledge, we examine the knowledge and lived experiences they built through the Asian diaspora and how they mobilize and leverage such resources to teach in K-12 and HL schools. Findings highlight the…
Centering the Voices of Migrant Teachers
We are stronger than fear of hate”
Theoretically framed by AsianCrit, the current study used a longitudinal qualitative study to explore how larger socio-historical contexts such as the pandemic shape Asian American and migrant elementary teachers’ daily lives and teaching practices. The study’s findings demonstrate that, following the COVID-19 pandemic and an upsurge in anti-Asian hate crime, the teachers’ experiences of racism and positions as Asian Americans and migrants in New…
Towards critical multicultural teacher education in the midst of ethno-nationalism
Critical global citizenship education for transnational youth
We are stronger than fear of hate”
Theoretically framed by AsianCrit, the current study used a longitudinal qualitative study to explore how larger socio-historical contexts such as the pandemic shape Asian American and migrant elementary teachers’ daily lives and teaching practices. The study’s findings demonstrate that, following the COVID-19 pandemic and an upsurge in anti-Asian hate crime, the teachers’ experiences of racism and positions as Asian Americans and migrants in New…
Global citizenship education in South Korea
Guided by neoliberalism and post-colonialism, this article takes the case of global citizenship education (GCE) in South Korea to explore social studies teachers’ experiences and their everyday voices in teaching GCE. The findings demonstrated a number of barriers that teachers confront and the entrenched ideologies behind these hurdles, which contributes to the marginalisation of GCE. By drawing scholarly and policy implications that consider th…
Deconstructing neoliberalism in global citizenship discourses
This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the…
Bridging transnational funds of knowledge into classrooms
Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences …
Transnational Funds of Identity of Korean American and Migrant Youth
Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in the suburban Midwest of the United States. Specifically, the study investigates how Korean American and migrant youth who served as leaders and members of the organization have developed and expressed their funds of identity, which assist them in navig…
Harnessing transnational funds of knowledge through translanguaging pedagogy
Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao's vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs var…
Toward a resilient, resistant, and reciprocal community
Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically…
Belonging, caring, and community building across the borders
Anchored in transnational feminist citizenship theories, this narrative inquiry study delves into the lived experiences and citizenship education pedagogies of a female migrant social studies teacher named Ms. Bailey who works in a school in New York City. The findings of the study demonstrate the ways Ms. Bailey incorporates multiple borders and private/informal arenas in her senses of belonging and caring practices. The findings also highlight …
Centering the Voices of Migrant Teachers
Asian Transmigrant Teachers in Urban Bilingual Schools
In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transn…
Imagining and teaching citizenship as non-citizens
This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers’ minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a…
Old narratives in new times
Despite the increasing literature on textbook analysis in post-conflict societies, few studies have investigated textbooks in conflict-ridden areas where wars and armed conflicts are still ongoing. This study examines representations of North Korea and unification in South Korean middle school social studies textbooks. South Korea is an interesting case to study, as it is the site of both an intractable conflict and emerging multicultural state. …
Absence, decontextualization, and Saviorism
Connecting Everyday Lives to Classrooms
Maneuvering through undocumented and documented status
Theoretically framed by liminal legality, this narrative inquiry study focused on a social studies migrant teacher named Ms. Ali who had maneuvered through the multilayered categories of legal status—undocumented, DACA recipient, and permanent resident—and explored how her continuous liminal legality had influenced her personal, professional, and civic educational trajectories. The findings of the study demonstrate how Ms. Ali's legal vulnerabili…
Head in the clouds”
Framed by critical global citizenship education (GCE), the study focused on secondary school teachers’ practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country’s history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers’ attempts …
Where Are we Now and How Do we Move Forward
Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and…
Deconstructing neoliberalism in global citizenship discourses
This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the…
Global citizenship education in South Korea
Guided by neoliberalism and post-colonialism, this article takes the case of global citizenship education (GCE) in South Korea to explore social studies teachers’ experiences and their everyday voices in teaching GCE. The findings demonstrated a number of barriers that teachers confront and the entrenched ideologies behind these hurdles, which contributes to the marginalisation of GCE. By drawing scholarly and policy implications that consider th…
Old narratives in new times
Despite the increasing literature on textbook analysis in post-conflict societies, few studies have investigated textbooks in conflict-ridden areas where wars and armed conflicts are still ongoing. This study examines representations of North Korea and unification in South Korean middle school social studies textbooks. South Korea is an interesting case to study, as it is the site of both an intractable conflict and emerging multicultural state. …
The Development of a Sleep Intervention for Firefighters
Background : Firefighters are vulnerable to irregular sleep patterns and sleep disturbance due to work characteristics such as shift work and frequent dispatch. However, there are few studies investigating intervention targeting sleep for firefighters. This preliminary study aimed to develop and test a sleep intervention, namely FIT-IN (Firefighter's Therapy for Insomnia and Nightmares), which was based on existing evidence-based treatment tailor…
Towards critical multicultural teacher education in the midst of ethno-nationalism
Imagining and teaching citizenship as non-citizens
This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers’ minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a…
Examining Women’s Dental Disorders through Multi-Level Sex and Gender Analysis
The Food and Drug Administration (FDA) approves drugs for sale in the United States based on its determination that the clinical benefits of a drug outweigh its potential health risks.To make this decision, FDA reviews supporting data collected from several thousand patients during the drug's development.Once a drug is approved for marketing and used by potentially hundreds of thousands of patients, however, the type, rate, and severity of advers…
Antibiotic Susceptibility of Bacterial Pathogens That Infect Olive Flounder (Paralichthys olivaceus) Cultivated in Korea
Paralichthys olivaceus (olive flounder) is widely cultivated in Korea. However, data on the antibiotic susceptibility of bacterial pathogens that infect olive flounders in Korea are limited. The susceptibility of 84 strains of 3 pathogenic bacteria ( Streptococcus spp., Vibrio spp., and Edwardsiella piscicida ) to 18 antibiotics was tested using the minimum inhibitory concentration (MIC) panels, and the distribution of the MIC values for each spe…
Bridging transnational funds of knowledge into classrooms
Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences …
Asian Transmigrant Teachers in Urban Bilingual Schools
In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transn…
Transnational funds of knowledge in Asian diasporas
This qualitative case study focuses on two Asian transmigrant siblings who are teachers that lived in seven different countries and grew up navigating a multitude of geographic and cultural borders. Informed by the concept of transnational funds of knowledge, we examine the knowledge and lived experiences they built through the Asian diaspora and how they mobilize and leverage such resources to teach in K-12 and HL schools. Findings highlight the…
Centering the Voices of Migrant Teachers
We are stronger than fear of hate”
Theoretically framed by AsianCrit, the current study used a longitudinal qualitative study to explore how larger socio-historical contexts such as the pandemic shape Asian American and migrant elementary teachers’ daily lives and teaching practices. The study’s findings demonstrate that, following the COVID-19 pandemic and an upsurge in anti-Asian hate crime, the teachers’ experiences of racism and positions as Asian Americans and migrants in New…
Head in the clouds”
Framed by critical global citizenship education (GCE), the study focused on secondary school teachers’ practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country’s history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers’ attempts …
Belonging, caring, and community building across the borders
Anchored in transnational feminist citizenship theories, this narrative inquiry study delves into the lived experiences and citizenship education pedagogies of a female migrant social studies teacher named Ms. Bailey who works in a school in New York City. The findings of the study demonstrate the ways Ms. Bailey incorporates multiple borders and private/informal arenas in her senses of belonging and caring practices. The findings also highlight …
Critical global citizenship education for transnational youth
Where Are we Now and How Do we Move Forward
Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and…
Building Trusting Relationships and Reciprocal Community
Conceptually guided by asset-based approaches to migrant parent–teacher relationships, this qualitative case study explores the perspectives and experiences of teachers working at St. Mary’s Preschool (pseudonym), which serves the vast majority of undocumented children and their families in South Korea. More specifically, using asset-driven lenses that position migrant parents as collaborators or partners who are capable of engaging in their chil…
Care that transcends legal citizenship
Guarea microcarpa C. DC. extract inhibits NLRP3 inflammasome by suppressing its ATPase activity
Our results demonstrate the anti-inflammatory effects of GM via suppressing the NLRP3 inflammasome. Therefore, GM can be a potential therapeutic candidate for various inflammatory diseases caused by aberrant NLRP3 inflammasome activation
Transnational Funds of Identity of Korean American and Migrant Youth
Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in the suburban Midwest of the United States. Specifically, the study investigates how Korean American and migrant youth who served as leaders and members of the organization have developed and expressed their funds of identity, which assist them in navig…
Harnessing transnational funds of knowledge through translanguaging pedagogy
Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao's vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs var…
Toward a resilient, resistant, and reciprocal community
Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically…
Maneuvering through undocumented and documented status
Theoretically framed by liminal legality, this narrative inquiry study focused on a social studies migrant teacher named Ms. Ali who had maneuvered through the multilayered categories of legal status—undocumented, DACA recipient, and permanent resident—and explored how her continuous liminal legality had influenced her personal, professional, and civic educational trajectories. The findings of the study demonstrate how Ms. Ali's legal vulnerabili…
Transnational Engagement as Rebellion and the Act of Teaching as Resistance
Theoretically framed by cultural and transnational citizenship, this narrative inquiry study engages with the lived experiences and teaching practice of an Arab migrant social studies teacher named Mr. Ahmad (pseudonym). More specifically, we examined Mr. Ahmad’s understanding of his positions and sense of place as an Arab migrant in the United States and his active involvement in transnational politics and teaching endeavors across the borders t…
Sociology (27 works) · Global Education and Multiculturalism (24 works) · Political science (24 works) · Gender Studies (23 works) · Gender Studies (20 works) · Pedagogy (20 works) · Educator Training and Historical Pedagogy (16 works) · Critical Race Theory in Education (13 works) · Politics (13 works) · Law (12 works)