Kristen H Perry
Biographic Data
| ID | 207181 |
|---|---|
| NAME | Kristen H Perry |
| GIVEN NAMES | Kristen H |
| FAMILY NAME | Perry |
| SIGNATURE | PERRY K H |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0001-8767-120X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Literacy proficiency and political information seeking in the U.S
Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas
Background Knowledge: The Neglected Component in Adult Literacy
Community Walks, Literacy Practices, and Everyday Genres: Integrating Adult, Family, and Community Literacies
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Performing Fluency: Using Improv and Drama With Adult English Learners
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Expanding College Programs in U.S. Prisons: Insights From Virginia
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Facilitating Civic Learning Within Adult Literacy/Education Curricula
Graphic Novel Text Sets and Social Justice Inquiry Projects
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Literacy practices and the Programme for the International Assessment of Adult Competencies (Piaac): A conceptual critique
We have education, I can say that’: Worldview and access to education for adult refugees
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners
In this qualitative case study, we explore local adult educators’ preparation to teach refugees, along with their professional development needs. This analysis focuses on 10 tutors and instructors in a midsize Southeastern city. Data collection involved an open‐ended questionnaire, semi‐structured interviews, and observations; analysis involved open coding, theme generation, data matrices, and participant checking. Findings indicated that most pa…
‘Are You Able … to Learn?’: Power and Access to Higher Education for African Refugees in the USA
Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in w…
Featured Methodological Article: Analyzing Literacy Practice: Grounded Theory to Model
In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while sti…
Television, Language, and Literacy Practices in Sudanese Refugee Families: “I learned how to spell English on Channel 18”
This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices …
Ethics, Vulnerability, and Speakers of Other Languages: How University IRBs (Do Not) Speak to Research Involving Refugee Participants
In this study, the author analyzes the websites of 32 universities' Institutional Review Boards (IRBs) to explore two specific issues: (a) how individual IRBs define vulnerable populations, and (b) the guidelines those IRBs offer with respect to participants who may have limited or no English language proficiency. Analysis indicates wide variation in IRB guidelines. Despite a trend to develop separate IRBs for biomedical and social and behavioral…
Genres, Contexts, and Literacy Practices: Literacy Brokering Among Sudanese Refugee Families
This ethnographic study examined literacy brokering among Sudanese refugee families in Michigan. Literacy brokering occurs as individuals seek informal help with unfamiliar texts and literacy practices. Data collection involved participant observation, semi‐structured interviews, and collection of artifacts over 18 months. Researcher analysis of data identified patterns through coding and theme analysis, using the literacy brokering event as the …
Primary school literacy in Southern Africa: African perspectives
This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African resea…
Ethics, Vulnerability, and Speakers of Other Languages: How University IRBs (Do Not) Speak to Research Involving Refugee Participants
In this study, the author analyzes the websites of 32 universities' Institutional Review Boards (IRBs) to explore two specific issues: (a) how individual IRBs define vulnerable populations, and (b) the guidelines those IRBs offer with respect to participants who may have limited or no English language proficiency. Analysis indicates wide variation in IRB guidelines. Despite a trend to develop separate IRBs for biomedical and social and behavioral…
Genres, Contexts, and Literacy Practices: Literacy Brokering Among Sudanese Refugee Families
This ethnographic study examined literacy brokering among Sudanese refugee families in Michigan. Literacy brokering occurs as individuals seek informal help with unfamiliar texts and literacy practices. Data collection involved participant observation, semi‐structured interviews, and collection of artifacts over 18 months. Researcher analysis of data identified patterns through coding and theme analysis, using the literacy brokering event as the …
We have education, I can say that’: Worldview and access to education for adult refugees
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
Literacy practices and the Programme for the International Assessment of Adult Competencies (Piaac): A conceptual critique
Primary school literacy in Southern Africa: African perspectives
This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African resea…
Primary school literacy in Southern Africa: African perspectives
This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African resea…
Genres, Contexts, and Literacy Practices: Literacy Brokering Among Sudanese Refugee Families
This ethnographic study examined literacy brokering among Sudanese refugee families in Michigan. Literacy brokering occurs as individuals seek informal help with unfamiliar texts and literacy practices. Data collection involved participant observation, semi‐structured interviews, and collection of artifacts over 18 months. Researcher analysis of data identified patterns through coding and theme analysis, using the literacy brokering event as the …
‘Are You Able … to Learn?’: Power and Access to Higher Education for African Refugees in the USA
Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in w…
Featured Methodological Article: Analyzing Literacy Practice: Grounded Theory to Model
In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while sti…
Television, Language, and Literacy Practices in Sudanese Refugee Families: “I learned how to spell English on Channel 18”
This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices …
Ethics, Vulnerability, and Speakers of Other Languages: How University IRBs (Do Not) Speak to Research Involving Refugee Participants
In this study, the author analyzes the websites of 32 universities' Institutional Review Boards (IRBs) to explore two specific issues: (a) how individual IRBs define vulnerable populations, and (b) the guidelines those IRBs offer with respect to participants who may have limited or no English language proficiency. Analysis indicates wide variation in IRB guidelines. Despite a trend to develop separate IRBs for biomedical and social and behavioral…
I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners
In this qualitative case study, we explore local adult educators’ preparation to teach refugees, along with their professional development needs. This analysis focuses on 10 tutors and instructors in a midsize Southeastern city. Data collection involved an open‐ended questionnaire, semi‐structured interviews, and observations; analysis involved open coding, theme generation, data matrices, and participant checking. Findings indicated that most pa…
We have education, I can say that’: Worldview and access to education for adult refugees
We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective ) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their person…
Expanding College Programs in U.S. Prisons: Insights From Virginia
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Facilitating Civic Learning Within Adult Literacy/Education Curricula
Graphic Novel Text Sets and Social Justice Inquiry Projects
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Literacy practices and the Programme for the International Assessment of Adult Competencies (Piaac): A conceptual critique
Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas
Background Knowledge: The Neglected Component in Adult Literacy
Community Walks, Literacy Practices, and Everyday Genres: Integrating Adult, Family, and Community Literacies
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Performing Fluency: Using Improv and Drama With Adult English Learners
Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts
Literacy proficiency and political information seeking in the U.S
Sociology (16 works) · Pedagogy (15 works) · Psychology (13 works) · Literacy (10 works) · Political science (8 works) · Refugee (5 works) · Adult literacy (4 works) · Computer Science (4 works) · Education and experiences of immigrants and refugees (4 works) · Education Systems and Policy (4 works)