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Kristen H. Perry

Kristen H. Perry
University of Kentucky
341 Dickey Hall
Lexington, KY 40506-0017
University of Kentucky webpage http://www.uky.edu/Education/EDC/edcfac.html#Perry


Research Interests
Kristen H. Perry is an assistant professor in the department of Curriculum & Instruction at the University of Kentucky. Perry’s work focuses primarily on literacy and culture in diverse communities, investigating everyday home/family and community literacy practices, particularly among African immigrant and refugee communities. She also researches educational opportunities with respect to ESL, literacy, and higher education for adult refugees. Perry is the recipient of the National Reading Conference’s J. Michael Parker Award for research in adult literacy. Her university teaching experience includes undergraduate and Masters-level teacher education courses, doctoral-level seminars, and student teacher supervision; her other teaching experience includes teaching in multi-grade classrooms in Colorado, teaching in Africa through the Peace Corps, and teaching adult refugees in the U.S.

Ph.D., Michigan State University, 2007
B.A., Carleton College, 1998

Other Education
Ethnographic Methods in Literacy Research Summer School, Lancaster Literacy Research Centre, UK, 2004
Teacher Internship/Certification Program, Colorado State Teacher License, 1998-1999

Teacher Who Made a Difference, University of Kentucky
J. Michael Parker Award, Literacy Research Association (formerly National Reading Conference)
Nominated for Excellence-in-Teaching Award, Michigan State University
University Distinguished Fellowship, Michigan State University
Spencer Research Training Grant Fellowship
Finalist—TIAA-CREF Ruth Simms Hamilton Dissertation Fellowship


Perry, K.H. (conditional acceptance). What does it mean to be qualified to teach? A case study of one volunteer adult ESL literacy tutor. Community Literacy Journal.

Journal of Language and Literacy Education.

Perry, K.H., & Hart, S.J. (in press). “I’m Just Kind of Winging It”: Preparing & Supporting Educators of Adult Refugee Learners.  Journal of Adolescent and Adult Literacy.

Perry, K.H., & Mallozzi, C.A. (2011). “Are you ABLE…to learn?”: Power and Access to Higher Education for African Refugees in the U.S.  Power and Education, 3(3), 249-262.

Perry, K.H. (2011). Ethics, Vulnerability and Speakers of Other Languages: How University IRBs (Do Not) Speak to Research Involving Refugee Participants. Qualitative Inquiry, 17(10), 1-14.

Purcell-Gates, V., Perry, K.H., & Briseño, A. (2011). Analyzing Literacy Practice: Grounded Theory to Model. Research in the Teaching of English, 45(4), 439-458.

Perry, K.H. & Moses, A. (2011). “I learned how to spell English on Channel 18”: Television, language, and literacies in Sudanese refugee families. Research in the Teaching of English, 45(3), 278-307.

Perry, K.H. (2009). Genres, Contexts, and Literacy Practices: Literacy Brokering among Sudanese Refugee Families. Reading Research Quarterly (44)3, pp. 256-276.

Perry, K.H. (2008). From Storytelling to Writing: Transforming Literacy Practices Among Sudanese Refugees. Journal of Literacy Research, 40(4), pp. 317-358.

Perry, K.H. (2008). Primary School Literacy in Southern Africa: African Perspectives. Comparative Education, 44(1), 57-73.

Perry, K.H. & Purcell-Gates, V. (2005). Resistance and Appropriation: Literacy Practices as Agency within Hegemonic Contexts.  In B. Maloch, J.V. Hoffman, D.L. Schallert, C.M. Fairbanks & J. Worthy (Eds.), 54th Yearbook of the National Reading Conference (pp. 272-285).  Oak Creek, WI: National Reading Conference.



Purcell-Gates, V., Perry, K.H., Briseño-Garzon, A., & Mazak, C. (2011). Hablemos de agencia: apropiación y resistencia en las prácticas de lectoescritura de niñ@s y jóvenes [Talking about agency: Appropriation and Resistance in the literacy practices of children & youth]. In D. Milstein, A. Clemente, M. Dantas-Whitney, A.L. Guerrero, & M. Higgins (Eds), Encuentros etnográphicos con nin@s y adolescentes: Entre tiempos y espacios compartidos [Ethnographic encounters with children and adolescents: Shared Time and Space]. Buenos Aires: Miño y Dávila.


Muth, W.R. & Perry, K.H. (2010). Adult Literacy: An Inclusive Framework. In D. Lapp & D. Fisher (Eds.), Handbook of Research on Teaching the English Language Arts, Third Edition. New York: Routledge.


Perry, K.H. (2009). “Lost Boys”, Cousins & Aunties: Using Sudanese Refugee Relationships to Complicate Definitions of “Family”. In M. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families. Mahwah, NJ: Lawrence Erlbaum.


Perry, K.H. (2007). Sharing stories, linking lives: Literacy practices among Sudanese refugees.  In V. Purcell-Gates (Ed.), Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power. Mahwah, NJ: Lawrence Erlbaum.


Perry, K.H. (2007). “I want the world to know”: The ethics of anonymity in ethnographic literacy research. In G. Walford (Ed), Developments in Educational Ethnography. London: Elsevier.


Pressley, M.; Refitt, K.; Perry, K; Billman, A; Reynolds, J. (Eds.). (2007). Shaping Literacy Achievement: Research We Have, Research We Need: The First Michigan State University Symposium on Literacy Achievement. New York: Guilford Press.


Perry, K.H. (2010). Adult Literacy and ESL Provision in Lexington. Lexington, KY: Collaborative Center on Literacy Development.