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Minkyung Choi

Assistant Professor, Teaching and Learning

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Minkyung (Min) Choi, Ph.D., is an Assistant Professor of literacy education. She received a PhD in English Education from Teachers College, Columbia University, and MFA in fiction from Sarah Lawrence College, and a BA in international studies from Ewha Womans University. Her current research interests include using research-based methods and localized perspectives to prepare subject-area teachers in literacy instruction in K-12.

Min has collaborated with UNICEF USA, Liberty in North Korea (LiNK), and the Obama Foundation to reimagine literacy education through storytelling. Her research on counternarratives seek to center voices often overlooked in educational research and prepare practitioners and teachers to serve the needs of a diversifying student population. Min is also the Principal Investigator for a Mellon Foundation-funded Black, Race, and Ethnic Studies (BRESI) grant titled “Teacher-Led Instruction: Creating Asian American & Pacific Islander Curriculum” through which see seeks to expand AAPI narratives in K-12 education.


Choi, M., & Cha, J. (2023). Stories told by refugee youth: alternatives to dominant narratives. International Journal of Qualitative Studies in Education, 1–19.

Choi, M. (2023). “We’re Not All Chemists in Here - We’re Just Trying to Get to the Next Level”: Examining Out-of-School Literacies, Identity, and Disciplinary Literacy. Journal of College Reading and Learning, 53(4), 257–279.

Cha, J., & Choi, M. (2023). Children and Youth as Agents in Displacement: Young Girls’ Stories of Motivation, Action and Changes in Kakuma Refugee Camp. Education for Refugees and Forced Im/Migrants across Time and Context. International Perspectives on Education and Society Series.

Choi, M. (2023). BIPOC women faculty in community colleges and the expectations of emotional labor. New Horizons in Adult Education and Human Resource Development, 35(2), 104-107.

Paw, M. S., Choi, M., & Cha, J. (2022). Voice, identity and listening: reflections from a refugee. Forced Migration Review, (70), 43-45.

Choi, M., & Todaro, J. N. (2022). From considerate to challenging texts: A four‐tiered text approach to thematic reading. Journal of Adolescent & Adult Literacy, 65(6), 457-467.


disciplinary literacy, literacy foundations, writing across the curriculum, narrative inquiry, storytelling methodologies