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Hyunjin Jinna Kim received her Ph.D. in Curriculum and Instruction with a specialization in ESOL/Bilingual Education at the University of Florida and her MA in TESL (Teaching English as a Second Language) from the Pennsylvania State University. She was a Postdoctoral Associate at Stony Brook University, coordinating and designing inclusive curricula and professional development programs while conducting educational research on diversity, equity, and inclusion (DEI) initiatives in higher education. She is also the Editor-in-Chief of the International Journal of Transformative Teaching and Learning in Higher Education (IJTTL). Formerly as a practicing teacher, she taught English as a Foreign Language in South Korea in a K-5 setting. She also taught English as a Second Language, academic composition, multicultural education, teaching methods and assessment, and teacher preparation practicum in higher education settings. Her research and work focus on promoting culturally and linguistically responsive pedagogy and advocacy for marginalized populations and social justice education in various educational settings, including teacher education and preparation, PreK-12 education, and postsecondary education. She studies issues related to minoritized linguistic, cultural, ethnic, and racial identities in education and explores approaches to provide equitable and inclusive education.

Research interests: Language teacher identities, translanguaging, critical pedagogy, critical race theory, culturally and linguistically responsive pedagogy, and asset-based pedagogy