Kristin Snoddon – författare

This book provides an interdisciplinary exploration of the concepts and practices of professionalism, responsibility, and relationality in the context of deaf education.Internationally, public attention has been drawn to professional and ethical ruptures and crises in early intervention and education for deaf children. These ruptures and crises both demonstrate a failure in organizations' duty of care and raise new questions regarding professional responsibility and relational ethics in the field of deaf education and more broadly. The chapters investigate the views of teachers of deaf children in the United Kingdom on their roles, specifically in relation to medicalization; offer an ethnographic account and analysis of deaf immigrants' experiences of deaf education settings on the east coast of the United States; and analyze an overreliance on technology in deaf education spaces in Indian classrooms and the impacts of this technology use on teacher expectations. They also explore interactions between educators and parents of deaf children in Los Angeles, California, as these actors grapple with making choices in a context of audism; and consider sign language rights for deaf children in early intervention and education through a Canadian case study featuring a child denied access to sign language and an appropriate and accessible education.This book will be an essential resource for students and researchers of critical pedagogy, teaching and learning, inclusive education, and disability studies. The chapters in this book were originally published as a special issue of Deafness & Education International.

This book provides an interdisciplinary exploration of the concepts and practices of professionalism, responsibility, and relationality in the context of deaf education.Internationally, public attention has been drawn to professional and ethical ruptures and crises in early intervention and education for deaf children. These ruptures and crises both demonstrate a failure in organizations' duty of care and raise new questions regarding professional responsibility and relational ethics in the field of deaf education and more broadly. The chapters investigate the views of teachers of deaf children in the United Kingdom on their roles, specifically in relation to medicalization; offer an ethnographic account and analysis of deaf immigrants' experiences of deaf education settings on the east coast of the United States; and analyze an overreliance on technology in deaf education spaces in Indian classrooms and the impacts of this technology use on teacher expectations. They also explore interactions between educators and parents of deaf children in Los Angeles, California, as these actors grapple with making choices in a context of audism; and consider sign language rights for deaf children in early intervention and education through a Canadian case study featuring a child denied access to sign language and an appropriate and accessible education.This book will be an essential resource for students and researchers of critical pedagogy, teaching and learning, inclusive education, and disability studies. The chapters in this book were originally published as a special issue of Deafness & Education International.

This book provides an interdisciplinary exploration of the concepts and practices of professionalism, responsibility, and relationality in the context of deaf education.Internationally, public attention has been drawn to professional and ethical ruptures and crises in early intervention and education for deaf children. These ruptures and crises both demonstrate a failure in organizations’ duty of care and raise new questions regarding professional responsibility and relational ethics in the field of deaf education and more broadly. The chapters investigate the views of teachers of deaf children in the United Kingdom on their roles, specifically in relation to medicalization; offer an ethnographic account and analysis of deaf immigrants’ experiences of deaf education settings on the east coast of the United States; and analyze an overreliance on technology in deaf education spaces in Indian classrooms and the impacts of this technology use on teacher expectations. They also explore interactions between educators and parents of deaf children in Los Angeles, California, as these actors grapple with making choices in a context of audism; and consider sign language rights for deaf children in early intervention and education through a Canadian case study featuring a child denied access to sign language and an appropriate and accessible education.This book will be an essential resource for students and researchers of critical pedagogy, teaching and learning, inclusive education, and disability studies. The chapters in this book were originally published as a special issue of Deafness & Education International.

This book focuses on how sign language ideologies influence, manifest in, and are challenged by communicative practices. Sign languages are minority languages using the visual-gestural and tactile modalities, whose affordances are very different from those of spoken languages using the auditory-oral modality.

The 8th Deaf History International Conference featured 27 presentations from members of Deaf communities hailing from 12 different countries around the world who related their own autobiographies as well as the biographies of historical Deaf individuals. Thus, they created a transnational phenomenon of widespread interest in the collection, documentation, and dissemination of Deaf History by and for members of the deaf community. Telling Deaf Lives brings together the best of these stories.

Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people’s experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people's experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.

Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people's experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.