Language, Power, and Resistance : Mainstreaming Deaf Education / Elizabeth S. Mathews.

By:

Mathews, Elizabeth S [author.]

Material type: Text

TextPublication details: Washington : Gallaudet University Press, 2017.Description: 1 online resource (x, 173 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781944838058
1944838058

Subject(s): Genre/Form:

Electronic books.

Additional physical formats: Print version:: Language, Power, and Resistance.DDC classification:

371.91/26 23

LOC classification:

HV2430 .M4438 2017eb

Other classification:

EDU048000 | EDU026010

Online resources:

Click here to access online

Contents:

Machine generated contents note: 1. Introduction -- 2. Mainstreaming Deaf Education -- 3. Power in Deaf Education -- 4. Establishing a Hegemonic Medical Discourse of Deafness: A History of Deaf Education -- 5. Reproducing a Hegemonic Medical Discourse in the Irish Deaf Education System -- 6. Resisting a Hegemonic Medical Discourse of Deafness: Collective Resistance and Dispersed Transgressions -- 7. Conclusion: Power, Language, and the Ideology of Mainstreaming Deaf Education.

Summary: "The current policy of educating deaf and hard of hearing students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step. Author explores this claim through qualitative research with DHH children in the Republic of Ireland"-- Provided by publisher.Summary: "The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts"-- Provided by publisher.

Item type: List(s) this item appears in: Assistive Technology (Abhigamya)

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

"The current policy of educating deaf and hard of hearing students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step. Author explores this claim through qualitative research with DHH children in the Republic of Ireland"-- Provided by publisher.

"The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts"-- Provided by publisher.