In search of deafhood : towards an understanding of British deaf culture.

Available from British Library Document Supply Centre-DSC:DXN028146 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Pedagogias Culturais Surdas: educadores surdos refletindo sobre práticas e concepções

Apesar dos mais de duzentos e cinquenta anos de história, a educação de surdos ainda não tem uma tradição de pesquisa sobre o trabalho dos docentes surdos. Atualmente, as experiências que se autodescrevem como abordagens bilíngues nos meios educativos para surdos apontam para uma necessidade de investigação das funções linguística, cultural e pedagógica dos profissionais surdos que atuam nestas instituições. Nesse sentido, apresentamos, por meio deste artigo, um projeto de pesquisa a nível sul-americano recém delineado que procura analisar concepções e práticas pedagógicas culturais surdas provindas de espaços formais e informais em que a comunidade surda circula. O objetivo será atingido a partir da validação de dados coletados em estudos reconhecidos da área sobre o tema e novas coletas por entrevista a fim de mapear práticas pedagógicas ainda não identificadas e reconhecidas, para, logo após, disseminá-las por vários meios, inclusive digitais.</p

Oralism: a sign of the times? The contest for deaf communication in education provision in late nineteenth-century Scotland

Disability history is a diverse field. In focussing upon children within deaf education in late nineteenth-century Scotland, this essay reflects some of that diversity. In 1880, the International Congress on the Education of the Deaf in Milan stipulated that speech should have ‘preference’ over signs in the education of deaf children. The mode of achieving this, however, effectively banned sign language. Endeavours to teach deaf children to articulate were not new, but this decision placed pressures on deaf institutions to favour the oral system of deaf communication over other methods. In Scotland efforts were made to adopt oralism, and yet educators were faced with the reality that this was not good educational practice for most pupils. This article will consider responses of Scottish educators of deaf children from the 1870s until the beginning of the twentieth century

Sound Studies Meets Deaf Studies

Sound studies and Deaf studies may seem at first impression to operate in worlds apart. We argue in this article, however, that similar renderings of hearing, deafness, and seeing as ideal types - and as often essentialized sensory modes - make it possible to read differences between Sound studies and Deaf studies as sites of possible articulation. We direct attention to four zones of productive overlap, attending to how sound is inferred in deaf and Deaf practice, how reimagining sound in the register of low-frequency vibration can upend deafhearing dichotomies, how “deaf futurists“ champion cyborg sound, and how signing and other non-spoken communicative practices might undo phonocentric models of speech. Sound studies and Deaf studies emerge as fields with much to offer one another epistemologically, theoretically, and practically

Sign Language Peoples as indigenous minorities: implications for research and policy

In this paper we draw strong parallels between Sign Language Peoples (SLPs) and First Nation peoples. We argue that SLPs (communities defining themselves by shared membership in physical and metaphysical aspects of language, culture, epistemology, and ontology) can be considered indigenous groups in need of legal protection in respect of educational, linguistic, and cultural rights accorded to other First Nation indigenous communities. We challenge the assumption that SLPs should be primarily categorised within concepts of disability. The disability label denies the unique spatial culturolinguistic phenomenon of SLP collectivist identity by replicating traditional colonialist perspectives, and actively contributing to their ongoing oppression. Rather, SLPs are defined spatially as a locus for performing, building, and reproducing a collective topography expressed through a common language and a shared culture and history.