Phone: +1 (212) 220-8000;ext=7416
Professor Jungah Kim received her M.Phil. and Ph.D. from Columbia University and joined the faculty of BMCC in 2012. Prior to her appointment at BMCC, Professor Kim taught honors courses at the University of Massachusetts Boston, where she was a postdoctoral research fellow. She studied Asian American and comparative ethnic literary studies, postcolonial, transnational, and global literature and theory, and teaching of literature. Her current research and teaching interests are global histories of economic and racial subjection and the topic of Asian diaspora manifested in literature, film, and pop culture. In 2019, Professor Kim served as chair of the 5th Annual BMCC Women’s Conference. She was appointed a Sabbatical Visiting Scholar at the Center for Gender & Sexuality Law, Columbia Law School in 2019-2020.
Post Colonial Literature and Theory, Literature of Migration, Immigration and Exile, Gender Studies, English Education, Cultural Diversity, Human Rights, Autobiography and Memory, East Asian Diaspora, Asian American Literatures
- M.Phil. & Ph.D. Columbia University, 2010
- This is an upper-level intensive developmental writing course for students scoring between 43 and 55 on the CATW. Students are instructed in basic components of effective writing, including word selection, punctuation, spelling, grammar, sentence structure and paragraph development. Students are given frequent in-class writing exercises that focus on argumentation, narrative, and description as modes of developing ideas. Individual conferences with instructors are frequent.
- Students placed in ENG 100.5 are offered extra support, afforded through additional instructional time. Students completing ENG 100.5 will have mastered the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of citation and
documentation. They will have practiced what Mike Rose calls the a??habits of minda?? necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students will be introduced to basic research methods and MLA documentation and complete a research project. Students are required to take a departmental final exam that requires the
composition of a 500 word thesis-driven essay in
conversation with two texts. Successful completion of this course is equivalent to passing ENG 101.
Prerequisite: Students who scored between 48-55 on the CAT-W and 70 or higher on the CAT-R can take this course
- English Composition is the standard freshman writing course. The course introduces students to academic writing. By its conclusion, students will be ready for English 201 and for the writing they will be asked to do in advanced courses across the curriculum. Students completing ENG 101 will have mastered the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of citation and documentation. They will have practiced what Mike Rose calls the "habits of mind" necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students will be introduced to basic research methods and MLA documentation and complete a research project. Students are required to take a departmental final exam that requires the composition of a 500 word, thesis-driven essay in conversation with two designated texts.
Prerequisite: Pass the CAT-R and CAT-W or Accuplacer tests
- This is a course that builds upon skills introduced in English 101. In this course, literature is the field for the development of critical reading, critical thinking, independent research, and writing skills. Students are introduced to literary criticisms and acquire basic knowledge necessary for the analysis of texts (including literary terms and some literary theory); they gain proficiency in library and internet research; and they hone their skills as readers and writers. Assignments move from close readings of literary texts in a variety of genres to analyses that introduce literary terms and broader contexts, culminating in an independent, documented, thesis-driven research paper. By the conclusion of English 201, students will be prepared for the analytical and research-based writing required in upper-level courses across the curriculum; they will also be prepared for advanced courses in literature.
Prerequisite: ENG 101
- Introduction to Literary Studies is an inquiry into what it means to study literature, involving close reading, critical and creative analysis of a wide variety of prose fiction, drama, and poetry, and informed by an introduction to some of theoretical issues currently invigorating literary studies. In addition to works of literature, students will read critical and theoretical works. This course combines a study of literature with continued training in clear and effective expression. It is designed for prospective Writing and Literature majors and other interested students.
Prerequisite: ENG 101 or 121
Corequisite: ENG 201
- This course will study and analyze selected novels, short stories, poems and plays of postcolonial writers from Africa, South Asia and Southeast Asia, the English speaking Caribbean, New Zealand, Canada and Australia. The course will examine the ways in which postcolonial writers transcend a British imperial legacy of colonialism to redefine their own distinctive social and cultural worlds. Note: This course is crosslisted as: AFL 336.
- Representative works reflecting the collective experiences of Asian American writers are analyzed. Fiction, poetry, drama, and non-fiction written from Chinese, Filipino, Asian Indian, Japanese, Korean, and Southeast Asian cultural perspectives are discussed. Prerequisite: ENG 201 or ENG 121 NOTE: ASN 339 satisfies requirements for a third semester of the English sequence.
- This course focuses on the gradual emergence of the American novel both as a literary form and as a reflection and reinforcement of patterns in the fabric of American life. Representative authors may include Hawthorne, Melville and Stowe from the 19th century; Lewis, Cather, Fitzgerald, Faulkner, Hemingway and Steinbeck from the 1920's to the 1950's; and Wright and Mailer of the 1960's and 1970's.
- This course presents a global approach to literature by introducing prose, poetry and drama representative of different cultures and historical periods, from the 17th century to the present. Students engage in close readings of individual texts and contextual/comparative analyses. Written and spoken activities are designed to enhance students? appreciation of literature and their awareness of the ways it arises from, shapes, and reflects the world?s cultures.
Research and Projects
- The Work of Remembering “Comfort Women”: Memory, Justice, Forgiveness in Chang-Rae Lee’s A Gesture Life
- The Absent Empire of Postcolonial Grammatology: Race, Gender, Nation, and the Literatures of East Asian Diasporas
- “(Un)Binding the States of Location, Be(long)ing, Representation: Getting Lost in the East Asian Library.” 2008, Postcolonial Text.
- “Ethical Complexities in Reading and Writing Autobiography: Thinking the Humanity of Others in The Instant of My Death.” 2012, Life Writing.
- “Rooted and Rootless, Exiled and Belonging: Aporetic Moments of Justice as Law in Camus’s The Guest.” 2013, Law and Literature.
- “Mother Tongue.” 2014, Hidden: Absences and Presences by Center for Art and Thought.
- “Crossing the Disciplinary Boundary: Pedagogical Conjunctions in the Humanities and the Sciences.” 2016, The International Journal of Science in Society (co-authored with Kenneth L. Campbell & Neal Bruss).
- “How to Build Bridges: Career Stories that Connect the Humanities and the Sciences.” 2017, Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice. Ed. Paul Gibbs.
- “Teaching Asian American Literature in the Urban Multicultural Classroom: Reflexive Practice, Cultural Politics, and the Problem of Identity within a Transnational Framework.” 2019, Teaching with Tension: Race, Resistance, and Reality in the Classroom. Eds. Lee Bebout, Philathia Bolton, and Cassander Smith.
Honors, Awards and Affiliations
- CUNY Faculty Publication Program Fellowship, 2014-2015
- BMCC Faculty Development Grant, 2016-2017
- NEH-Funded CUNY Faculty Development Program “Building Asian American Studies” Fellow, 2016-2017
- NeMLA Annual Convention CAITY Caucus Grant, 2017
- PSC-CUNY Cycle 48 Traditional B Research Award, 2017-2018
- CUNY Office of Research Book Completion Award, 2017-2018
- CUNY Academy Stefan Bernard Baumrin Award, 2019-2020
- Sabbatical Visiting Scholar at the Center for Gender & Sexuality Law, Columbia Law School, 2019-2020
- NEH-Funded Seminar “The Search for Humanity After Atrocity” Summer Scholar, Kean University, 2021
- PSC-CUNY Cycle 52 Enhanced Research Award, 2021-2022
Mirror, Memory, Mother: The Absent Madness in Writing Schizophrenia (Ph.D. Dissertation, 2010)