Review of Words Made Flesh: Nineteenth Century Deaf Education and the Growth of Deaf Culture by R.A.R. Edwards

The Winter 1992 issue of Harvard Educational Review contained an article by Patricia J. Saylor entitled "A Hearing Teacher's Changing Role in Deaf Education." The article described Saylor's experience as a hearing woman dedicated to learning and teaching about the Deaf community, specifically through her role as the founder and director of BRIDGES, a program aimed at building connections between deaf culture and hearing culture. Her description of specific goals and practices of deaf education led to a response from one of our readers, which we have published in order to bring to the Review a different vantage point on a complex and timely topic. As is our policy, we offered Saylor the opportunity to respond. The Editorial Board welcomes comments on articles, reviews, and letters that have appeared in the Review. Letters from readers will be published, or printed in part, at the Editors'discretion.

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Deaf Education and Deaf Culture: Lessons from Latin America

American Annals of the Deaf ◽

10.1353/aad.2018.0006 ◽

2018 ◽

Vol 162 (5) ◽

pp. 486-488 ◽

Cited By ~ 1

Author(s):

Gloshanda Lawyer

Keyword(s):

Latin America ◽

Deaf Education ◽

Deaf Culture

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O ENSINO DE GEOGRAFIA NA EDUCAÇÃO DE SURDOS: estudo de caso no Instituto Cearense de Educação de Surdos - ICES

Revista Brasileira de Educação em Geografia ◽

10.46789/edugeo.v9i17.506 ◽

2019 ◽

Vol 9 (17) ◽

pp. 232-255

Author(s):

Ana Karolina de Oliveira Sousa ◽

Alexandra Maria De Oliveira

Keyword(s):

Daily Life ◽

Deaf Education ◽

Deaf Culture ◽

Structured Interviews ◽

School Subject ◽

Deaf Students ◽

Geographical Knowledge ◽

Participatory Observation

O ensino de Geografia na contemporaneidade tem procurado refletir sobre o papel da disciplina escolar em diversos contextos socioeducacionais. Ao pensar na educação de surdos, vemos que a realidade é mais complexa porque a surdez deixou de ser doença para ser o singular. No sentido de contribuir para os estudos sobre o ensino de Geografia na educação de surdos, a pesquisa, ocorrida no ano de 2014, teve como objetivo relatar de forma crítica a experiência desenvolvida no Estágio Supervisionado II com a educação de surdos e o trabalho com o ensino de geografia. O estudo de caso contou com estágio de vivência, observação participativa, entrevistas semiestruturadas e atividades em parceria com o professor. A partir da compreensão das necessidades das turmas, houve um trabalho de intervenção na sala de aula, com a aplicação do jogo “Geografia: imagens e conceitos”, visando contribuir com a dinâmica na construção dos conhecimentos geográficos presentes nos livros didáticos e no cotidiano dos alunos. No processo, ficou constatado que os alunos surdos do Instituto Cearense de Educação de Surdos (ICES) dialogam com a Geografia escolar com base na análise de imagens, na Língua Brasileira de Sinais (Libras) e na cultura surda, e que a utilização de jogos pedagógicos pode dinamizar positivamente as aulas de Geografia.PALAVRAS-CHAVEEducação de Surdos, Ensino de Geografia, Ceará.THE TEACHING OF GEOGRAPHY IN DEAF EDUCATION: a case study in the Cearense of Deaf Education - ICESABSTRACTThe teaching of Geography in the contemporaneity has sought to reflect on the role of this school subject in various socio-educational contexts. When thinking about deaf education, the reality is more complex because deafness is no longer an illness, but the singular. In order to contribute to the studies about the teaching of Geography in deaf education, the research, carried out in 2014, aimed to report critically the experience developed in the II Supervised Internship with deaf education and the work with the teaching of geography. The case study addressed a stage of experience, participatory observation, semi-structured interviews and activities in partnership with the teacher. From the understanding of the groups of students' needs, there was a work of intervention in the classroom, with the application of the game "Geography: images and concepts", aiming to contribute with the dynamics in the construction of the geographical knowledge present in the textbooks and the daily life of the students. In the process, it was verified that deaf students of the Cearense Institute of Deaf Education (ICES) dialog with the school Geography based on the analysis of images, the Brazilian Language of Signs (Libras) and the deaf culture, as well as that the use of games can positively stimulate Geography classes.KEYWORDSDeaf Education, Teaching of Geography, Ceará.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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Silencing Deafness: Displacing Disability in the Nineteenth Century

PORTAL Journal of Multidisciplinary International Studies ◽

10.5130/portal.v12i1.4379 ◽

2015 ◽

Vol 12 (1) ◽

Author(s):

Esme Cleall

Keyword(s):

Nineteenth Century ◽

Deaf Culture ◽

Social Category ◽

The Way

This article traces the way in which the language of displacement and silence were used in nineteenth-century discussions of deafness and connects this tendency to the marginalised place deaf experience occupies historically. Throughout the nineteenth century, a period which saw the consolidation of ‘the deaf and dumb’ as a social category, the word ‘forgetting’ crept into numerous discussions of deafness by both deaf and hearing commentators. Some, such as the educationalist Alexander Graeme Bell, were overt in their desire to forget deafness, demanding disability was ‘bred out’ and deaf culture condemned to the forgotten past. Others used the term ambivalently and sometimes metaphorically discussing the deaf as ‘forgotten’ by society, and ‘children of silence’. Some even pleaded that people who were deaf were not forgotten. But, though varied, the use of the imagery of forgetting and silence to evoke deafness is recurrent, and may, therefore, be seen to reveal something about how deaf experience can be approached as a displacement where deafness was spatially and imaginatively marginalised. I argue that one of the consequences of the conceptual framing of deafness through the language of forgetting was actively to silence deafness and to neutralise the idea that disability should be marginal and could be forgotten.

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