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Miss Mi Cheong
Miss Mi Cheong profile picture
  • Student
  • IOE - Curriculum, Pedagogy & Assessment
  • UCL Institute of Education

I am a human rights education scholar, educational technologist and instructional designer, pursuing a PhD at the University College London, Institute of Education (UCL-IOE). I have over fifteen years of academic research, advisory work and project management experience, working with a range of government and non-governmental actors at national and international levels in both Asian and European countries. As an educational technologist, I have been involved in consultancy regarding improving the technology-enhanced pedagogy in Korea (KERIS and KBI), the US (US Satellite Laboratory and Stanford University, USA) and Latin American countries (Inter-American Development Bank, Uruguay), developing the global financial training programmes for senior-level officials in Asian countries (Asian Development Bank, Philippines) and designing the adaptive learning model through the application of AI technology (Education Commission Asia, ROK).

Research Summary

I have completed my doctoral research which aims to investigate the possibility of peacebuilding citizenship education as an appropriate educational model to prepare for successful reunification on the Korean peninsula. Furthermore, it examines societal transformation in divided Korea, drawing on critical sociology theories and Human-Computer Interaction theory, more specifically, migration studies, conflict and peacebuilding theory, critical peace education (CPE), Education for Cosmopolitan Citizenship (ECC) and User Experience (UX) Design theory. Such education needs to be informed by those whose experience includes living in the North and the South, or other liberal democratic destinations such as England and who have successfully made a transition between the two. In this sense, this research pays particular attention to North Korean refugees’ transnational migration and adaptation experience. Seven North Korean refugees’ life histories are documented to explore and describe civic identity transformation and development of social capital, by using a combination of biographic narrative interviewing and digital autobiographic writing.


Drawing from the unique migration trajectories of North Korean refugees from North Korea, China and the third countries, South Korea and to the UK, I conceptualised the new term ‘bridge citizens’ who can help others in the wider population to understand what is needed to create new civic values, norms and identities. These enable all citizens to transform conflict-attuned civic identities into peace-building civic identities in conflict-affected societies. This thesis calls such new civic identities ‘bridging civic identities’ which means fully humanising, interconnected and imagined identities. Furthermore, I have devised the peacebuilding capacity creation model (PCCM), hoping to contribute to cultivating non-citizens’ peacebuilding capacity.


By the combination of a biographical narrative interviewing and digital autobiographical writing approach, I was able to access rich narrative accounts of North Korean refugees' migration journeys and experiences of acculturation to new circumstances at the destination in my doctoral research. The use of Google Docs as a digital autobiographic writing platform helped me collect seven genuine personal stories and enabled participants to create a wide variety of autobiographical expressions.
Teaching Summary
     I continue to teach, supervise MA dissertations, tutor, administrate and lead seminars for different BA and Doctoral Training Modules as part of the BA. Education Studies, MA Sociology of Education and the Research Training Programme at UCL-IOE, with specific subject areas that include Education, Values and Society; Education in the Age of Globalisation; Minorities, Migrants and Refugees in the national education system and the Approaches to Citizenship Education. As a module convenor, I have been running a reading group on citizenship education as a part of Doctoral Training Modules since 2018. In 2020, my colleagues and I continued to run webinar series and we met fortnightly to reflectively share our personal experiences of the lockdown as the events unfolded and root our discussions in academic theory. In addition, I led a co-authored publication project using collective autobiographical reflexivity and I successfully formulated multiple authors' personal experiences and reflections on the COVID-19 crisis and citizenship education.
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