Epistemology and People Who Are Deaf: Deaf Worldviews, Views of the Deaf World, or My Parents Are Hearing

Miller, Margery

doi:10.1353/aad.0.0118

Cited by 17 publications

(2 citation statements)

References 8 publications

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“…I followed the 'free form' approach to creating eco-maps (Rogers 2017) rather than forcing a pre-determined structure on the maps. Again, this followed a key aspect of deaf epistemologies, that of the face-to-face 'oral' tradition (Bahan 2006), allowing each individual to show their own experience through personal testimony (Holcomb 2010), and for our collective deaf worldview to come to the fore through shared experiences (Miller 2010).…”

Section: Eco-mappingmentioning

confidence: 99%

Mapping deaf academic spaces

O’Brien

2020

High Educ

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This article focuses on the experience of signing deaf academics working in higher education institutions (HEIs) in the UK. I utilise a research method previously unused in this context, eco-mapping, to explore the ways in which deaf academics see themselves and their involvement in their home HEIs and in the academic field more generally. I review the available literature of deaf academic experience in the UK before using extensive quotes from research interviews to illustrate how the burden of making their own workplaces accessible usually falls on the shoulders of deaf academics. I also show that there is a lack of appreciation of the emotional labour and time demands that such work requires from the academics' workplaces using a Lefebvrian understanding of time. I end with some reflections on the method used and on the implications of the barriers deaf academics and those from other linguistic minority communities can face in HEIs in the UK.

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Section: Eco-mappingmentioning

confidence: 99%

Mapping deaf academic spaces

O’Brien

2020

High Educ

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“…The communication vacuum and the inability to communicate with the world are the first of many cultural experiences that show that individuals are different and belong to deaf culture. When deaf individuals become exposed to sign language and other deaf people, the enculturation process is complete, and deaf people identify themselves as ethnically deaf (Miller, 2010). The perception of deafness as ethnicity is more due to different feelings towards ways of communicating.…”

Section: Introductionmentioning

confidence: 99%

Opportunity To Provide Augmented Reality Media For The Intervention Of Communication, Perception, Sound, And Rhythm For Deaf Learners Based On Cultural Context

2023

Pegegog

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The development of communication, perception, sound, and rhythm (DCPSR) is a learning subject that provides stimulation, and intervention for the appreciation of sound which is done intentionally or unintentionally so that the remnants of hearing and the feeling of vibration possessed by students with hearing impairment can be used as well as possible. This study aims to describe the current conditions for the implementation of DCPSR special schools and the need for Augmented Reality (AR)-based DCPSR media. Data was collected by distributing questionnaires through a google form by accidental sampling 131 special education teachers in Indonesia and focused group focus (FGD). Instrument validity uses content validity and reliability uses interrater reliability. The data analysis technique used the descriptive-qualitative analysis method. The results showed that 18.32% of teachers did not even understand the concept of DCPSR, while 72.51% of teachers thought that DCPSR needed to be taught. Schools still use conventional media (54.2%), and 99.24% of teachers feel the need and need innovative DCPSR media in the form of AR-based media, especially in communication material (oral motor) 34.45%, as well as sound and rhythm perception (detection) 46.56%. The results of the analysis show that teachers who teach the deaf need the development of AR-based DCPSR media that is easy to operate and reach, such as smartphones with additional facilities for audio, images, captions, and cues. The results of the FGD showed that prioritizing the development of this AR-based media on sound discrimination material on the essential sounds around students.

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Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

Reagan

2020

Handbook on Promoting Social Justice in Education

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In this chapter, it will be argued that there are two fundamentally different ways in which deafness can be conceptualized: as a pathological medical condition (deafness) and as a distinctive linguistic, cultural, and social identity (Deafness). The characteristics and attributes of the Deaf cultural community (called the DEAF-WORLD in American Sign Language) will be explored: the role and place of its vernacular language (ASL), the awareness of group identity shared by its members, its distinctive behavioral norms, its endogamous marital patterns, the cultural artifacts that are most closely associated with it, its shared, insider

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Epistemology and People Who Are Deaf: Deaf Worldviews, Views of the Deaf World, or My Parents Are Hearing

Cited by 17 publications

References 8 publications

Mapping deaf academic spaces

Mapping deaf academic spaces

Opportunity To Provide Augmented Reality Media For The Intervention Of Communication, Perception, Sound, And Rhythm For Deaf Learners Based On Cultural Context

Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

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