Cultural and Language Diversity in the Curriculum: Toward Reflective Practice

Meath-Lang, Bonnie

doi:10.1017/cbo9781139163804.011

Cited by 2 publications

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Signs of Their Times: Deaf Communities and the Culture of Language

Senghas

Monaghan

2002

Annu. Rev. Anthropol.

122

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▪ Abstract Because of their deafness, deaf people have been marked as different and treated problematically by their hearing societies. Until 25 years ago, academic literature addressing deafness typically described deafness as pathology, focusing on cures or mitigation of the perceived handicap. In ethnographic accounts, interactions involving deaf people are sometimes presented as examples of how communities treat atypical members. Recently, studies of deafness have adopted more complex sociocultural perspectives, raising issues of community identity, formation and maintenance, and language ideology. Anthropological researchers have approached the study of d/Deaf communities from at least three useful angles. The first, focusing on the history of these communities, demonstrates that the current issues have roots in the past, including the central role of education in the creation and maintenance of communities. A second approach centers on emic perspectives, drawing on the voices of community members themselves and accounts of ethnographers. A third perspective studies linguistic issues and how particular linguistic issues involving deaf people articulate with those of their hearing societies. To use a cultural definition is not only to assert a new frame of reference, but to consciously reject an older one…. But the cultural definition continues to perplex many. If Deaf people are indeed a cultural group, why then don't they seem more like the Pennan of the island of Borneo, or the Huichol of Mexico? Carol Padden (1996a)

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Signs of Their Times: Deaf Communities and the Culture of Language

Senghas

Monaghan

2002

Annu. Rev. Anthropol.

122

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Writing Critical Deaf Pedagogy

Skyer

2023

Advances in Educational Technologies and Instructional Design

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Research on deaf writing pedagogies is theoretically and practically underwhelming. This affects deaf students learning to write in higher education and deaf students with additional disabilities, like Autism Spectrum Disorder and Language Deprivation Syndrome. The general problems are: uncritical theory, underdeveloped empiricism, and weak, un-reflexive classroom praxis. This research base is dominated by nondeaf or nondisabled researchers or teachers who generate trivial background information or produce uncritical technician-focused methods, where writing is shown as a value-neutral skill or assessed using standards exogenous to deaf populations' situated needs. In contrast, this chapter critically interprets research and uses autoethnography to describe practical methods about deaf and disabled writers, depicted as capable, creative scholars. The chapter asks and responds to two questions: What does a critical analysis of research on deaf writing pedagogies show about deaf writers and teaching writing to deaf students? And how does autoethnographic praxis-analysis support critical deaf pedagogy?

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Cultural and Language Diversity in the Curriculum: Toward Reflective Practice

Cited by 2 publications

References 0 publications

Signs of Their Times: Deaf Communities and the Culture of Language

Signs of Their Times: Deaf Communities and the Culture of Language

Writing Critical Deaf Pedagogy

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