Search

As a medium for information, entertainment and communication, radio had taken precedence over television for decades, at least in terms of its accessibility in all households. Television and later the internet never completely annulled its aural condition, while its form altered to keep up with developments in terms of asynchrony or subject areas. Today it is considered the predominantly 'cool medium'. Recent developments in television and the internet's ways of operating render it a more detached medium than the alternative, given that a medium can change 'temperature' over time depending on the use (Levinson 2001: 108). But what about its accessibility to d/Deaf and Hard-of-hearing groups? Are these communities excluded by default from radio programmes and artistic creation through radiophonic media? In this article I analyse a case study, 'Tangible Radio – Class on Air' workshop, as part of B-AIR Creative Europe programme, as well as the convergences of sound art and the deaf experience in terms of co-creation, participation and educational processes. I will argue that radio as a medium can very successfully include the d/Deaf and Hard-of-hearing communities if relevant methodologies and technologies are encompassed to its processes. [ABSTRACT FROM AUTHOR]

This paper concerns parenting assessments which are integral to child-safeguarding professional processes in England, and which involve Deaf parents whose primary language is British Sign Language (BSL). In an under-researched area of social work, the research aim was to contribute to the existing literature by eliciting the practice wisdom of specialist professionals. Specifically, it draws upon their linguistic and cultural knowledge of the Deaf community when they are involved in parenting assessments with Deaf parents who are subject to safeguarding concerns. Data about these professionals' actual experiences of navigating Deaf cultural-competency in contemporary child protection practices were collected through seven video-recorded, semi-structured interviews conducted in BSL. Using interpretive phenomenological analysis, data were analysed in their source language (BSL). This article focusses on one key theme, termed 'Professional Recognition', which incorporates a) the identification of specialist roles and b) the impact of referral processes and protocols on assessment outcomes. The findings highlight participants' perspectives on the benefits and disadvantages of their specialist role in this context. Although their brokerage skills, cultural competence, linguistic fluency and specialist knowledge of the Deaf community are highly regarded and valued by some colleagues, there is insufficient recognition of their existence by the majority. Secondly, participants are concerned by the inefficiency and inconsistency of the referral processes and protocols which they consider have adverse effects on assessment outcomes, and consequently the parents involved. [ABSTRACT FROM AUTHOR]

Digital technologies permeate almost all spheres of human lives in contemporary times, affecting a number of aspects of people's lives. Such is the case with cultural rights as well, especially in the cases of certain groups. The paper is focused on the impact of digital technologies on these rights of d/Deaf and hard-of-hearing people. The theoretical framework of the paper defines the concepts of culture and general and specific cultural rights, as well as the labels of deaf, Deaf and hard-of-hearing. Then, an overview of relevant digital technologies is provided, with an evaluation of the impact they have on these cultural rights. Finally, possible strategies for improvement are broadly defined, and a conclusion is provided, summarizing the results of the research done. [ABSTRACT FROM AUTHOR]

Digital technologies permeate almost all spheres of human lives in contemporary times, affecting a number of aspects of people’s lives. Such is the case with cultural rights as well, especially in the cases of certain groups. The paper is focused on the impact of digital technologies on these rights of d/Deaf and hard-of-hearing people. The theoretical framework of the paper defines the concepts of culture and general and specific cultural rights, as well as the labels of deaf, Deaf and hard-of-hearing. Then, an overview of relevant digital technologies is provided, with an evaluation of the impact they have on these cultural rights. Finally, possible strategies for improvement are broadly defined, and a conclusion is provided, summarizing the results of the research done.

This article investigates the staging of Jean-Nicolas Bouilly’s play L’Abbé de l’Épée, [The deaf-mute or the Abbot de l’Épée] during Brazil's imperial period. The objective was to analyze how multiple discourses on deafness that circulated in the media, combined with the performance of the Portuguese actress Ludovina Soares da Costa as a deaf-mute young man motivated the founding of Brazil's first institution for the deaf, in Rio de Janeiro. The documentary study surveyed material from the newspaper collection at the Hemeroteca da Biblioteca Nacional, for periodicals from 1810 through 1860, reviewing ads, news and reviews of the performances. The results highlight the transmission of conceptions about deafness in the local society through theater.

Participation and accessibility issues faced by gamers with multi-sensory disabilities are themes yet to be fully understood by accessible technology researchers. In this work, we examine the personal experiences and perceptions of individuals with deafblindness who play games despite their disability, as well as the reasons that lead some of them to stop playing games. We conducted 60 semi-structured interviews with individuals living with deafblindness in five European countries: United Kingdom, Germany, Netherlands, Greece and Sweden. Participants stated that reasons for playing games included them being a fun and entertaining hobby, for socialization and meeting others, or for occupying the mind. Reasons for stop playing games included essentially accessibility issues, followed by high cognitive demand, changes in gaming experience due their disability, financial reasons, or because the accessible version of a specific game was not considered as fun as the original one. We identified that a considerable number of individuals with deafblindness enjoy playing casual mobile games such as Wordfeud and Sudoku as a pastime activity. Despite challenging accessibility issues, games provide meaningful social interactions to players with deafblindness. Finally, we introduce a set of user-driven recommendations for making digital games more accessible to players with a diverse combination of sensory abilities. Digital games were considered a fun and entertaining hobby by participants with deafblindness. Furthermore, participants play games for socialization and meeting others, or for occupying the mind. Digital games provide meaningful social interactions and past time to persons with deafblindness. On top of accessibility implications, our findings draw attention to the importance of the social element of gaming for persons with deafblindness. Based on interviews, we introduce a set of user-driven recommendations for making digital games more accessible to players with a diverse combination of sensory abilities. [ABSTRACT FROM AUTHOR]

Deaf education is an incoherent macrosystem whose sub‐systems—e.g., biomedical vs. sociocultural institutions—contradict. Unreconciled tensions cause stagnation, not regeneration, and harmful dissensus in deaf educational sub‐systems. To revitalize deaf education, address these contradictions, and eliminate incoherence, we posit that a deafled systemic transformation of deaf education is necessary; furthermore, we argue it may best be realized through theories and actions constitutive of anarchism. To this end, we synthesize four thematic loci where anarchism overtly aligns with constructs immanent in deaf communities. First, collectivism is necessary for survival in anarchist and deaf communities toward shared goals including equity in education, social labor, and politics. Second, mutual aid is integral—like anarchists who work arm‐in‐arm, deaf individuals and groups exhibit uncanny solidarity across political, cultural, technological, linguistic, and geographical boundaries. Third, direct action tactics overlap in both groups: When facing internal or external threats, both communities effectively rally local mechanisms to affect change. Finally, both groups exhibit a stubborn, existential refusal to be subdued or ruled by outsiders. Reframing systemic dilemmas in deaf education via anarchism is a novel, beneficial praxis that’s only been tangentially explored. Centering anarchism in deaf education also generates succor for ongoing struggles about sign language in deaf communities. Toward the horizon of radical equality, our staunchly anarchist analysis of deaf education argues that to guide deaf‐positive system change neoliberalism is inert and neo‐fascism anathema.

This essay investigates the careers of prelingually deaf painters active in Italy in the period 1590-1720. By looking at early modern biographical accounts, archival documents, works of art, and Renaissance poetry, this contribution challenges the stereotype that presents people with deafness as outcasts and emphasises that the consideration of intersectional factors was essential to how early modern people responded to impairment. The present study retraces the evolution of the historical debate on the educability of deaf people and analyses interconnections between deafness and art practice. Through the careers of five artists, Ercole Sarti from Ferrara, Giuseppe Badaracco from Genoa, Filippo Ceppaluni from Naples, Aurelio Martelli from Siena, and Giovanni Lo Coco from Acireale, their artworks, and documents pertaining to their lives, the study explores how each of them asserted their own profession, identity, and social position via art practice. [ABSTRACT FROM AUTHOR]

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lev Vygotsky (1993) described deaf ontology as dynamic interactions that uniquely but inexorably synthesize biology and society. The deaf biosocial condition is a deceptively simple theory. Principally, it clarifies imbricated issues of axiology, power, and knowledge by centering positive adaptive compensations that sublate deafness. Using Vygotsky's theoretical proposals, I organized four distinct paradigms of deaf research and analyzed a historical case of sign language deprivation from Soviet Russia in the 1930s. On the basis of this critical literature review and case analysis, I posit that a paradox of inclusion comprises the heart of deaf education, which forces stakeholders to make choices about ethics and evaluate their consequences. Vygotsky urges practitioners to reject disablement and pathology and instead to uplift visuality and multimodality. These foundational values disrupt harmful conditions, improve teaching and learning, and encourage deaf people to transform the deaf body and mind through society. [ABSTRACT FROM AUTHOR]

Vygotsky's (1993) Fundamentals of Defectology is a radical's handbook of deaf and disability studies. Vygotsky's overall research program views disabilities, including deafness, from an integrated biosocial and critical theory standpoint. In two movements, I introduce an American Annals of the Deaf Special Issue on Vygotskian perspectives in deaf education focused mainly on his Defectology volume. Movement One describes Vygotsky's life, research, death, and posthumous impact by situating his deaf pedagogy research as one node in a network of defectological pedology , translated as applied special educational psychology. Movement Two describes how Vygotsky's project has been extended, synthesized, and developed in modern and postmodern contexts of deaf education and disability studies. Throughout, I synthesize Vygotsky's claims and update his terms by juxtaposing them with contemporary terms and theories to provide sociohistorical context for the new scholarship comprising this Special Issue's unique contribution to Vygotskian deaf research. [ABSTRACT FROM AUTHOR]

This study concerns Deaf parents whose primary language is British Sign Language (BSL) and who are assessed as part of safeguarding and child protection processes. Seven Deaf-specialist professionals were interviewed in BSL about their experiences of usual practice with Child and Family Social workers who have little or no experience of child protection investigation and safeguarding assessments involving Deaf BSL users. The Interpretative Phenomenological Analysis (IPA) informed data generation and the approach to analysis in BSL. Findings focus on: (i) getting early interactions right between mainstream social workers and Deaf parents (ii) the practice of relying on written English (iii) problems of cultural adaption between languages (iv) cultural norms in asking questions and (v) challenges arising from a poverty of background information. Recommendations are offered for improving cultural-linguistic practice when working with Deaf parents within safeguarding/child protection. [ABSTRACT FROM AUTHOR]

The article highlights the enduring significance of radio as a medium for sonic creativity and its influence on both historical and contemporary sound art. Topics discussed include the role of radio in shaping soundscapes and musique concrète, the exploration of radio as a musical instrument, and the intersection of radio with deaf studies through tangible sound experiences.

This article focuses on the communicative, cultural, and practical aspects of being a hard-of-hearing (HH) researcher who studies D/deaf people's smartphone use through 20 in-depth interviews. This context presents the conflict between seeing deafness as a disability and seeing Deaf people as members of a cultural minority. This complexity of 'subaltern-researcher' concept combines with the limitations caused by conducting research as a marginal member of the academy, which in turn prompts the researcher's conflict between the commitment to marginalized research participants and the able-bodied academic obligation to act according to able-bodied research, analysis, and standards for publication of findings. This paper suggests a reflexive description of identity, culture, senses, and communication, which interacts with the social responsibility of the disabled researcher, and the interviewees' expressed agency. As such, this article contributes methodological and communicative insights on inclusive qualitative methods regarding both disabled participants and researchers. [ABSTRACT FROM AUTHOR]

This article employs analytic autoethnography to study online events and social media that I participated in as a deaf scholar during the COVID-19 pandemic. With reference to Derrida's philosophy of deconstruction, this article asserts the existential primacy of writing as a critical subject of inquiry for confronting normative language ideologies about what language is and how and where language is produced, received, understood, and performed. [ABSTRACT FROM AUTHOR]

This article is based on an empirical research study of deaf migration, using an intersectional lens. The study of migration and the lens of intersectionality are increasingly being deployed in academic circles but both are very recent when it comes to the study of deaf people. Our key reason for using the lens of intersectionality is twofold. Firstly, we believe that it enables us to highlight the experiences of people who tend to be neglected in the scholarly literature – in this article, our focus will a case study of two Black deaf African migrants. Secondly, we want to encourage the reader not merely to 'add' migration as an identity/experience of the lives of a community of deaf peoples but to examine and explore the interlocking relations of power that they experience. We believe intersectionality is an ideal lens through which to do so. In the literature on the study of disabled people when many identities are being examined it is not always clear if deaf migrants are included; in this article we do so. We studied interviews that had been held covering the life experience of two deaf migrants, which were undertaken within a larger research project. We found it useful to look at deaf migrants' different experiences within institutions such as education and the Home Office, in relation to their identities such as ethnicity, gender, sexuality, class or religion We found that while deaf migrants experience discrimination and racism from deaf and hearing people alike, they also find means of solidarity and support from different hearing and deaf people and groups. It is suggested that social policymakers and deaf communities can miss or neglect deaf migrants' wide range of life experiences – these need to be identified and included when forming policy. [ABSTRACT FROM AUTHOR]

Copyright of Fordítástudomány is the property of Faculty of Humanities ELTE, Department of Translations & Interpreting and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Man - Disability - Society / Człowiek – Niepełnosprawność – Społeczeństwo is the property of Akademia Pedagogiki Specjalnej im Marii Grzegorzewskiej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cahiers de Littérature Orale is the property of INALCO: Institut National des Langues et Civilisations Orientales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ALTER: European Journal of Disability Research, Journal Europeen de Erche sur le Handicap is the property of European Society for Disability Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the development, through personal and professional experiences, of the beliefs underpinning identity in Deaf translators from their localized perspectives. The constructs of critical event narratives (Mertova & Webster, 2009) and narrative inquiry (Clandinin & Connelly, 2000; Moen, 2006) illustrate the evolution of their identities as translators. I apply the frameworks of social constructionism, feminism, and Deaf Studies to data drawn from interviews with six Deaf translators, categorizing seminal events in their lives into four key societal elements - social, educational, political and cultural - that reveal the power structure within which their identities as Deaf translators developed. I argue that the identity of Deaf translators - like all other identities - is constructed through deep, personal experiences of truth. My analysis of interview data explores the experience of Deaf translators, providing new insight into why Deaf translation matters, through inquiry into the critical events that made them translators. [ABSTRACT FROM AUTHOR]

Critical pedagogy and social justice education have gained increasing attention in recent years in many subject matters, and world language education has been no exception to this trend. There are a number of works dedicated to critical pedagogy in world language education. At the same time that such concerns have gained attention, another parallel development has been taking place: the increasing number of courses and programs in American Sign Language (ASL) that are being offered as foreign language options at both the secondary and tertiary levels. In this article, we discuss a curriculum development project to bring these two developments together. Specifically, we are interested in the creation of a curriculum for a beginning ASL course that both introduces students to ASL as a foreign language and which provides an introduction to the Deaf culture—and which does so through the lens of critical pedagogy and social justice education. The Challenge: This manuscript combines two important matters: critical pedagogy in world language education and the teaching of culture as a way to accomplish that end. Specifically, we address the case of teaching about the DEAF‐WORLD in the ASL curriculum, which we believe is a powerful example of our general argument. [ABSTRACT FROM AUTHOR]

The objective of this study is to apply eight hypotheses of the socioanalysis for the interpretation and critical social reading of the "self-narratives" of deaf candidate to Higher Education at the Federal University of Sergipe (UFS-Brazil). It is in the theoretical-methodological field of Critical Discourse Analysis (CDA), and Deaf Studies (DS). We will analyze a deaf subject's narrative, collected in 2014, in the college entrance examination for the Brazilian Sign Language Course (LIBRAS). We will also adopt this methodological guideline, to define the object of study; identify areas of interfaces that meet the objectives; select the categories of each area of interface; establish the dialogue between categories, and identify the social meanings constructed in the discourse. The result confirms the role of socioanalysis in seeking to unveil how the practice of social relations and (re)construction of their identities in the struggle for citizenship rights articulate in the deaf individual's life. [ABSTRACT FROM AUTHOR]

On the occasion of the anniversary of Professor Alena Macurová this article wants to be more of an overview and honor to the person who had founded the Institute of Deaf Studies at the Faculty of Arts of the Charles University in 1998. The contribution summarizes the positive impact of the Institute and its activities on the Deaf community in the Czech Republic.

In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective by focusing on sensorial accessibility. While the sensory orientations of deaf people are at the heart of their translanguaging practices, sensory asymmetries are often not acknowledged in translanguaging theory and research. This has led to a bias in the use of translanguaging in deaf educational settings overlooking existing power disparities conditioning individual languaging choices. We ask whether translanguaging and attending to deaf signers' fluid language practices is compatible with on-going and necessary efforts to maintain and promote sign languages as named languages. The concept of translanguaging challenges the six decade long project of sign linguistics and by extension Deaf Studies to legitimize the status of sign languages as minority languages. We argue that the minority language paradigm is still useful in finding tools to understand deaf people's languaging practices and close with a call for closer attention to the level of sensory conditions, and the corresponding sensory politics, in shaping languaging practices. The emancipatory potential of acknowledging deaf people's translanguaging skills must acknowledge the historical and contemporary contexts constantly conditioning individual languaging choices. [ABSTRACT FROM AUTHOR]

Silence: for hearing individuals, it is difficult to find and even more difficult to imagine. Even in situations devoid of human speech, sound is unavoidable. Relative silence is often found in rooms with creaks in the floors or trains in the distance. One of the last places someone might look for silence is in film, and since the late 1920s this would be logical. There are rare moments in cinema where music and dialogue are completely absent; both storytelling tools are so readily used. In French documentarian Nicolas Philibert's In the Land of the Deaf (1992), silence is loud. As Philibert captures insightful interviews and slice-of-life moments, dialogue is refused as the principal storytelling instrument. In a suitable anomaly, the culture of deaf persons is filmed and edited with sonic consciousness. [ABSTRACT FROM AUTHOR]

This paper analyses a Deaf community in urban China and explores the extent to which this particular community has contextualised a Protestant message centred on understandings of sin as a disability. The construction of this message is based on a shared identity as both Deaf and Protestant and is mediated through a shared practice of signing and a common written language (Chinese). Circulation of this message is facilitated by technology and social media. Based on ethnographic data generated in a Deaf congregation in Yantai, Shandong province, I argue that while the message of this particular group is highly contextualised, the community has both national and transnational ties, linking it to a range of Protestant groups both within and outside mainland China. This paper furthers our understanding of how Christian identity is shaped in contemporary China. [ABSTRACT FROM AUTHOR]

This article shows how smartphone usage among deaf and hard of hearing (HoH) people is shaped by "normative" communication values, and how smartphones, despite seeming accessible, can reproduce hegemonic communicative norms. Qualitative analysis of in-depth interviews conducted in Israel shows that social norms of voice calls impact other smartphone interactions, such that people who cannot perform voice calls are required to obey vocal norms of immediacy even while interacting accessibly through text-based instant messaging (IM) apps or video calls. Drawing on critical disability studies, we show how deaf and HoH smartphone users' communicative practices vary according to the intersections of their audiological status with other stigmatized positions, which has profound implications for our understanding of media accessibility. [ABSTRACT FROM AUTHOR]

No abstract available.

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)