Rachel O'Neill – 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.

Within the so-called seduction community, the ability to meet and attract women is understood as a skill which heterosexual men can cultivate through practical training and personal development. Though it has been an object of media speculation – and frequent sensationalism – for over a decade, this cultural formation remains poorly understood.In the first book-length study of the industry, Rachel O’Neill takes us into the world of seduction seminars, training events, instructional guidebooks and video tutorials. Pushing past established understandings of ‘pickup artists’ as pathetic, pathological or perverse, she examines what makes seduction so compelling for those drawn to participate in this sphere.Seduction vividly portrays how the twin rationalities of neoliberalism and postfeminism are reorganising contemporary intimate life, as labour-intensive and profit-orientated modes of sociality consume other forms of being and relating. It is essential reading for students and scholars of gender, sexuality, sociology and cultural studies, as well as anyone who wants to understand the seduction industry’s overarching logics and internal workings.

Within the so-called seduction community, the ability to meet and attract women is understood as a skill which heterosexual men can cultivate through practical training and personal development. Though it has been an object of media speculation – and frequent sensationalism – for over a decade, this cultural formation remains poorly understood.In the first book-length study of the industry, Rachel O’Neill takes us into the world of seduction seminars, training events, instructional guidebooks and video tutorials. Pushing past established understandings of ‘pickup artists’ as pathetic, pathological or perverse, she examines what makes seduction so compelling for those drawn to participate in this sphere.Seduction vividly portrays how the twin rationalities of neoliberalism and postfeminism are reorganising contemporary intimate life, as labour-intensive and profit-orientated modes of sociality consume other forms of being and relating. It is essential reading for students and scholars of gender, sexuality, sociology and cultural studies, as well as anyone who wants to understand the seduction industry’s overarching logics and internal workings.