ERIC Number: EJ1060712
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 57
Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do"
O'Brien, Catherine A.; Placier, Peggy
Equity & Excellence in Education, v48 n2 p320-338 2015
From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse. Implications include changing teacher/administrator hiring practices, improving professional development options, and distributing power between Deaf and hearing educators.
Descriptors: Ethnography, Case Studies, Residential Schools, Special Schools, Deafness, Hearing Impairments, Discourse Analysis, Labeling (of Persons), Social Bias, Personnel Selection, Cultural Influences, Professional Development, Power Structure, Teacher Role, Administrator Role, Educational Policy, Teacher Attitudes, Administrator Attitudes, Observation, Interviews, Social Influences, Barriers, Qualitative Research, Communication Strategies, American Sign Language, Elementary Secondary Education, Preschool Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A