Published Work
Koh, P. J. H. (2025). Unfurling Asian American Leadership. Educational Administration Quarterly, 0013161X251325834. https://doi.org/10.1177/0013161X251325834
Koh, P. J. H. (2025). Becoming justice-oriented educational leaders: Counternarratives and praxis from Boggs, Kochiyama, and Itliong. In B. Hsieh & R. S. Coloma (Eds.), Moments & Movements: Counterstories for Critical Asian American+ Studies in Education. Myers Education Press.
Finkelstein, C., Conley, B., Francois, C., Koh, P.J.H., LeNiles, K., & Shiller, J. (2025). A Collaborative Faculty Approach to Conceptualizing and Implementing Equity-Centered Leadership Preparation. The Urban Review, 1–21. https://doi.org/10.1007/s11256-025-00736-w
Janson, C., & Koh, P.J.H. (2025). Q Methodology and the Study of Leadership. In S. R. Brown & D. Montgomery (Eds.), Q Methodology and Education (pp. 165–182). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-87140-5_8
Manuscripts Under Review
Finding Leadership 정 (Jeong): Developing a Collective Praxis (Koh) This paper explores two research questions: “What themes related to belonging surface when PK-12 Asian American educational leaders share their lived experiences with each other?” and “What is a collective praxis that develops for PK-12 Asian American educational leaders when they share their lived experiences with each other?” Connecting the concepts of transformational resistance (Brayboy, 2005; Hannegan-Martinez et al., 2022; Solorzano & Delgado Bernal, 2001) and Asian Critical Theory (AsianCrit) (Iftikar & Museus, 2018), this paper offers the Leadership 정 (Jeong) Praxis. In a world where Asian Americans are reminded of their racialization more than their worthiness (Eng & Han, 2019), the praxis offers lenses of analysis focusing on empowering and liberating PK-12 Asian American leaders beyond the confines of racialized histories and experiences. The praxis is an offering of another way of being and becoming (J. Boggs & Boggs, 1974), reminding PK-12 Asian American leaders that their belonging in the theorizing and practice spaces of leadership exists within the lived experiences of Asian Americans.
Sustaining the Calling to Teach: South Korean Teachers Maintaining Love, Joy, and Vulnerability in Evolving Educational Contexts (Koh, Park, and Hong) This chapter lifts up the lived experiences of South Korean teachers as a way to answer our research question: “What are the tensions between individual teachers and the societal pressures of their jobs that can inform systemic changes to better humanize the South Korean education system?” To answer this question, this chapter focuses on the tensions between individual teacher identity and a collectivist purpose of education rooted in Confucian traditions.