Kathryn A. Davis
CSLR Director/Professor
kathrynd@hawaii.edu

Education
BA (Language, History, and Education)
Eastern Michigan University, 1971

MA (Linguistics and Language Teaching)
University of Leeds, England, 1981

PhD (Language, Literacy, and Culture),
School of Education, Stanford University, 1989

Background
I grew up in Michigan and lived in Western Europe, the Peoples Republic of China (PRC), and the Western & Eastern U.S. before moving to the University of Hawai`i 14 years ago. I have also worked with students and teachers in Samoa and Japan. My research and teaching interests include qualitative research, bilingualism/biliteracy, gender, and language policy and planning.

Current Academic Interests
In working with the CSLR to serve State and local immigrant communities, I take a critical participatory research (CPR) approach in the development and theorizing of situated practices across diverse migrant populations. Drawing on postmodern and New Literacies theories, the CSLR staff and I conduct analyses of the conflict and change that occur in the process of realizing critical practices. Through CPR, we theorize transformation and resistance in view of concepts such as ideological becoming, intertextuality, and multimodality.

Selected Publications
Davis, K. A. (Ed.). (2005). Critical Language and Literacy Studies: Policies and Practices in Korea, Japan, and the U.S. (Second Language Studies Working Paper, 23(2)). Honolulu: University of Hawai’i at Manoa, Department of Second Language Studies. http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html

Davis, K. A., Bazzi, S., & Cho, H. (2005). “Where I'm from”:
Transforming Education for Language Minorities in a Public High School in Hawai‘i. In B. V. Street (Ed.), Literacies Across Educational Contexts: Mediating Learning and Teaching (pp. 188-212). Philadelphia: Calson Publishing. Link to PDF

Davis, K. A., Cho, H., Ishida, M., Soria, J., & Bazzi, S. (2005). “It's Our Kuleana”: A Critical Participatory Approach to Language Minority Education. In L. Pease-Alvarez & S. R. Schecter (Eds.), Learning, Teaching, and Community (pp. 3-25). Mahwah, NJL: Lawrence Erlbaum Associates. Link to PDF

Davis, K. A., & Skilton-Sylvester, E. (2004). Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. TESOL Quarterly, 38(3), 381-404.

Davis, K.A. & E. Skilton-Sylvester (Eds.). (2004). Gender and Language Education [Special Issue]. TESOL Quarterly, 38(3).

Davis, K. A. (1999). The Sociopolitical Dynamics of Indigenous Language Maintenance and Loss: A Framework for Language Policy and Planning. In T. Huebner, & K. A. Davis (Eds.), Sociopolitical Perspectives on Language Policy and Planning in the U.S.A. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Davis, K. A. (Ed.). (1999). Foreign Language Teaching and Language Minority Education. SLTCC, NFLRC, Honolulu: University of Hawai`i Press.

Davis, K. A., & Henze, R. (1999). Overview of Authenticity and Identity Issues in Indigenous Language Education. Anthropology and Education Quarterly, 30(1).

Davis, K. A., & Henze, R. (Eds.). (1999). Authenticity and Identity in Indigenous Language Education [Special Issue]. Anthropology and Education Quarterly (AEQ)

Huebner, T., & Davis, K. A. (Eds.) (1999). Sociopolitical Perspectives on Language Policy and Planning in the U.S.A. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Davis, K. A., & Lazaraton, A. (Eds.). (1995). Qualitative Research [Special Issue]. TESOL Quarterly, 29(3).

Davis, K. A. (1994). Language Planning in Multilingual Contexts: Policies, Schools, and Communities in Luxembourg. Amsterdam/Philadelphia: John Benjamins Publishing Company