Yoon, Haeny S. (hy2424)Skip to content Skip to main navigation
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Ph. D. in Curriculum and Instruction (Language and Literacy), University of Illinois at Urbana-Champaign
Children's play and identity; popular cultural and contemporary childhood; young children's writing; critical perspectives on curriculum; teacher as public intellectual
Yoon, H. (2020). (Re)Fashioning gender play on the kindergarten stage: The complexities of shifting diverse identities from the margins to the social center. Research in the Teaching of English, 55(2).
Yoon, H. (2020). Critically literate citizenship: Moments and movements in 2nd grade. Journal of Literacy Research, 52(3), 293-315.
Sonu, D., & Yoon, H. (2020). Culturally constructed childhood(s): Expanding the meaning of the child in teacher education. The New Educator, 16(2), 101-105.
Yoon, H. & Llerena, C. (2020). Transnational friendships and fluid “boundaries” in early childhood classrooms: The possibilities of (un)productive play in a teacher-researcher collaboration for equity. Urban Education, 55(6), 865-891.
Yoon, H. & Templeton, T. (2019). The practice of listening to children: The challenges of hearing children out in an adult-regulated world. Harvard Educational Review, 89(1), 55-84.
Yoon, H. (2019). Playful literacies, creativity, and multilingual practices. Reading Teacher, 72(5), 551-557.
Souto-Manning, M. & Yoon, H. (2018). Reading and rewriting worlds: Rethinking early literacies. New York, NY: Routledge.
Yoon, H. (2018). The imperial march towards early literacy: Locating popular culture in a kindergarten classroom. Language Arts, 95(3), 171-181.
Yoon, H. & Larkin, K. (2018). When tensions between ideology and practice become personal: Unpacking mentorship in preservice teacher education. Journal of Early Childhood Teacher Education, 39(1), 50-72.
Yoon, H. (2016). Understanding children’s funds of knowledge through observations of play. In DaSilva-Iddings, A.C. (Ed.), Re-designing teacher preparation for culturally and linguistically diverse young students: An ecological approach, (pp. 134-149). New York, NY: Routledge.
Yoon, H., & Llerena, C., & Brooks, E. (2016). The unfolding of Lucas’ story in an inclusive classroom: Living, playing, and becoming in the social world of kindergarten. Bank Street Occasional Paper Series: Life in Inclusive Classrooms, 36, Article 5 (pp. 1-19).
Leu, K., & Templeton, T., & Yoon, H. (2016). Co-inquiry, co-construction, collaboration: The emergence of curriculum. Language Arts, 94(1), 54-57.
Yoon, H. (2016). ‘Writing’ children’s literate identities: The meaning of language in multilingual, multicultural contexts. Multicultural Education Review, 8(2), 1-18. http://dx.doi.org/10.1080/2005615X.2016.1166722.
Yoon, H. (2015). Assessing children in kindergarten: The narrowing of identity, literacy, and culture in the testing era. Journal of Early Childhood Literacy, 15(3), 364-393.
Yoon, H. (2014). Can I play with you?: The intersection of play and writing in a kindergarten classroom. Contemporary Issues in Early Childhood, 15(2), 109-121.
Yoon, H. (2013). Rewriting the curricular script: Teachers and children translating writing practices in a kindergarten classroom. Research on the Teaching of English, 48(2), 148-174.