The Culture, Ecology and Literacy Division explores ways for teachers and teacher educators to share and conserve our cultural diversity and to sustain human relationships through investigating and enhancing our cultural commons. Our work encompasses local schools, state, regional, and national educational initiatives, summer institutes for Tennessee Special Education teachers, sign language interpreters, Appalachian Math and Science Partnership, Tennessee School for the Deaf, and American Indian reservations. One of our members is a UT representative for the Southern Poverty Law Center’s Teaching for Student Diversity Initiative. Our objectives are to prepare teachers for the global community, to provide frameworks for the research and use of cultural narratives, and to seek external funding for these purposes.
Recent Publications
- Barclay-McLaughlin, G., Kershaw, C. & Roberts, D. (2007). Cultural autobiographies and oral histories. Theory Into Practice, 46(3) 222-229.
- Barclay-McLaughlin, G., & Hatch, J. A. (2005). Studying across race: A conversation about the place of difference in qualitative research. Contemporary Issues in Early Childhood, 6(3) 216-232.
- Hatch, J. A., & Barclay-McLaughlin, G. (2006). Qualitative research: Paradigms and possibilities. In B. Spodek & O. Saracho, Handbook of research on the education of young children, 2nd Edition. (pp. 497-514 ) Mahwah, NJ: Lawrence Erlbaum.
- Benner, S., & Barclay-McLaughlin, G. (2005). Simultaneous curricular reform in urban education and teacher preparation: A partnership approach. Teacher Education and Practice. 18(1), 96-112.
- Bohon, S.A., Kirkpatrick Johnson, M., & Gorman, B.K. (2006). College expectations and aspirations among Latino adolescents in the United States.” Social Problems 52(2), 207-225.
- Bohon, S. A., MacPherson, H & Atiles, J.H. (2005). Educational barriers for new Latinos in Georgia. Journal of Latinos and Education 4(1), 43-58.
- Stamps, K. & Bohon, S.A. (2006). Educational attainment in new and established Latino metropolitan destinations.” Social Science Quarterly 87, 1225-1240.
- Brown, C. L. (2009). Heritage Language and Ethnic Identity: A Case Study of Korean-American College Students. International Journal of Multicultural Education, 11(1), 1-16
- Krashen, S., & Brown, C. L. (2005). The ameliorating effects of high socioeconomic status: A secondary analysis. Bilingual Research Journal, 29(1), 185-196.
- Brown, C. L. (2004). Reducing the Over-Referral of Culturally and Linguistically Diverse Students for Language Disabilities. NABE Journal of Research and Practice, 2(1), 225-243.
- Davis, J., & McKay-Cody, M. (2013). Signed languages and American Indian
communities: Considerations for interpreting work and research. In R. McKee, & J. Davis (Eds.), Sign Language Interpreting in Multilingual and Multicultural Contexts; Studies in Interpretation, Volume 5 (pp. 1 – 50). Washington, DC: Gallaudet University Press. - Davis, J. (2007). North American Indian sign language varieties: A comparative linguistic assessment. Sociolinguistics in Deaf Communities, 13, 85 – 122.
- Davis, J. (2005). Working with sign language interpreters in human service settings. Human Service Education, 25, 41 – 52.
Grants
- Plains Indian Sign Language: Fieldwork and Digital Archive Project (2009 – 2010)
National Science Foundation, Division of Linguistics, Cognitive Sciences, and Cultural Anthropology, Documenting Endangered Languages Program ($100,365.00 awarded) - Ready for the World: College of Education, Health, & Human Sciences, International and Intercultural Initiative (2007 – 2008). Window to Tibet: An Exploration of Tibetan Religion, Culture, and Music (Spring 2007). Travel to China and Tibet with a group of international scholars for six-weeks to teach English to rural Tibetan school children (Summer 2007). Visiting scholar, Applied Linguistics Program at Victoria University Wellington, New Zealand (Summer 2008) ($5,000 awarded)
- Plains Indian Sign Language: Developing a digital archive of Smithsonian collections
(2006 – 2007) Research fellowship from the National Endowment for the Humanities and National Science Foundation’s Documenting Endangered Languages Program ($40,000.00 awarded)