Jinhee Kim

Kennesaw State University | KSU · Department of Elementary and Early Childhood Education

This qualitative study examines how elementary school teachers teach the notion of home in the curriculum, centring on the ‘All About Me’ and ‘Where We Live’ units. This study also illustrates how the notion of home presented through teaching practices can marginalise children, particularly those who are experiencing homelessness. Through teachers’...

When teachers teach geographic understanding in early childhood education, home is commonly used as the foremost environment in which children are situated. However, this paper raises a question concerning the interplay between the concepts of home, geography in the curriculum, and children's mobility. This study explores how home is addressed in c...

Home is often considered the exact opposite of homelessness, implying a physical shelter. However, scholars argue that home holds various meanings . Within the curriculum, home often serves as the foundation for teaching children about their social worlds. This study examines how elementary school teachers, who were taking a course in a master’s pr...

Early childhood professionals can use this one-of-a-kind work to better serve Korean American and other Asian American children in the United States. Four transnational mother-educators share the lived experiences of Korean American children and their families through candid and vivid narratives that counter stereotypical and prejudicial beliefs ab...

[This is a Korean translation of Corsaro, W. (2003). “We are friends. right?”: Inside kids’ culture. National Academic Press]

This study employs critical ethnographic child–parent research to examine Korean American children’s lived experiences related to anti-Asian racism, looking closely at children’s ordinary interactions in their everyday lives at home. Children’s conversations at home were audio – and video-recorded and artifacts created by children and from school w...

A name is the starting point to acknowledge the existence of ourselves and others in our lives. However, we live in a society where name-based biases and discrimination have permeated. As transnational parent researchers, we examined our children’s names and naming practices through the practice of Suda [수다], which is an open-ended nonhierarchical...

This study explores young Asian American children’s emerging ideas of racial identity and experiences of racism through multimodal representations during the COVID-19 Pandemic. To explore children’s identity and understanding of racial experience, we used Suda (수다) with children, which refers to deeply engaged conversations and often involves parti...

This chapter examines the perspectives that Korean immigrant mothers with emergent bilinguals face in maintaining their children’s Korean heritage language (KHL), employing a translanguaging approach. Drawing on a large ethnographic study, the chapter highlights the cases of four immigrant mothers. The data analysis reveals that the immigrant mothe...

In spite of the increased attention that has been given to early critical literacy practices, there remains a limited amount of scholarship dedicated to exploring how critical literacy may be implemented in early childhood classrooms to prevent bullying. As such, the purpose of this article is to examine the pedagogical potential of early critical...

This collaborative autoethnography describes the multiple subject positions and dynamics of our identities as transnational female teacher educators. Decolonizing mainstream epistemology and research tradition, we explore a unique dialogic research process called the suda methodology. The aims are twofold. First, to theorize suda as our framework a...

This book chapter explores how the multiple positions as a transnational teacher educator and a mother interact with each other through the analysis of the firsthand experiences of the author raising her child and of her teaching practices in teacher education. Drawing on the methodology of self-study in teacher education practices, this chapter un...

The provision of childcare has been prioritized by the South Korean government as a primary means of decelerating the dropping fertility rate and boosting women’s employment by reducing the childrearing burden. Drawing on a Bakhtinian perspective, this study examined how discourses on professionalism and the professional identities of the childcare...

This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practic...

Homelessness is an important social issue relevant to all children’s lives in the United States, yet it has been little explored in early childhood education. Navigating a multiple-case study that focuses on teacher candidates’ experiences with homelessness in school, this study illustrates how homelessness is addressed in early childhood education...

Space is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive...

There are many students experiencing homelessness in the U.S. school systems. However, homelessness in children’s literature has been studied little. This article discusses how homelessness is portrayed and illustrated in children’s picture books published in the U.S. A total of 25 books, written in English and published in the U.S. from 1990 to 20...

This study investigated culturally authentic representations and perspectives on historical events and political issues presented in children’s picture books on Japanese culture. Our analysis of the representation of Japanese culture in the texts and illustrations was based on a sample of 37 children’s picture books written in English or English/Ja...

Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our...

This article aims to formulate and answer the question of how insights from poststructuralism can inform our pedagogy of reflection that is based on the inseparability between theory and practice. To meaningfully situate this discussion in the context of preservice teachers’ reflection on their community-based field experience, we draw on our own t...

Childhood Explorer, Association for Childhood Education International https://www.childhoodexplorer.org/rethinking-stereotypes-about-asian-american-students-through-learning-history

In the eyes of adults, conflicts between children are often treated as problematic social interactions that should be prevented. This study describes how young Korean–American children’s conflict negotiation was a central part of their peer culture at a Korean heritage language school in the United States. Eleven young Korean–American children atte...

This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to...

Children make up half of the homeless population in the US, and of those, almost 50 percent are under age six. Homeless children face many different challenges in school. These children and their families have been invisible in school due to the indifference and stereotypes about them. This article focuses on early childhood pre-service teachers’ b...

This study examined how young Korean American children and the adults around these children perform naming practices and what these practices mean to the children. As part of a large ethnographic study on Korean American children's peer culture in a heritage language school in the United States, data were collected by observing 11 prekindergarten c...

This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), an...