In this Book

  • Deaf Epistemologies: Multiple Perspectives on the Acquisition of Knowledge
  • Book
  • Peter V. Paul and Donald F. Moores, Editors
  • 2012
  • Published by: Gallaudet University Press
summary
Epistemology is the study of how “knowledge” is formed. Standard epistemology isolates the “known” from the “knowers,” thereby defining “knowledge” as objectively constant. Multiple epistemoligies suggest that individuals learn in different ways shaped by life factors such as education, family, ethnicity, history, and regional beliefs. In this groundbreaking volume, editors Peter V. Paul and Donald F. Moores call on ten other noted scholars and researchers to join them in examining the many ways that deaf people see and acquire deaf knowledge. This collection considers three major groups of deaf knowledge perspectives: sociological and anthropological, historical/psychological and literary, and educational and philosophical. The first explores the adoption of a naturalized, critical epistemological stance in evaluating research; the epistemology of a positive deaf identity; how personal epistemologies can help form deaf education policies; and valuing deaf indigenous knowledge in research. The next part considers dueling epistemologies in educating deaf learners; reforms in deaf education; the role of deaf children of hearing parents in creating Deaf epistemologies; and the benefit of reading literature with deaf characters for all studentds. The final part explores the application of the Qualitative-Similarity Hypothesis to deaf students’ acquisition of knowledge; a metaparadigm for literacy instruction in bilingual-bicultural education; collaborative knowledge-building to access academia; and and examination of the benefits and disadvantages of being deaf.

Table of Contents

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  1. Cover
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  1. Title Page, Copyright
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  1. Contents
  2. pp. v-vi
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  1. Contributors
  2. pp. vii-viii
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  1. Part I: Introduction
  1. 1.Toward an Understanding of Epistemology and Deafness
  2. pp. 3-16
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  1. Part II: Sociological and Anthropological Perspectives
  1. 2. Contributing to an Era of Epistemological Equity: A Critique and an Alternative to the Practice of Science
  2. pp. 19-44
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  1. 3. Juggling Two Worlds
  2. pp. 45-62
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  1. 4. Diversity and Deaf Identity: Implications for Personal Epistemologies in Deaf Education
  2. pp. 63-80
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  1. 5. Valuing Deaf Indigenous Knowledge in Research Through Partnership:The Cameroonian Deaf Community and the Challenge of “Serious” Scholarship
  2. pp. 81-104
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  1. Part III: Historical/Psychological and Literary Perspectives
  1. 6. Dueling Epistemologies: Between Scylla and Charybdis in the Education of Deaf Learners
  2. pp. 107-124
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  1. 7. Paving the Way for Reform in Deaf Education
  2. pp. 125-146
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  1. 8. Deaf Worldviews, Views of the Deaf World, and the Role of Deaf Children of Hearing Parents in Creating a Deaf Epistemology
  2. pp. 147-157
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  1. 9. Stories as Mirrors: Encounters With Deaf Heroes and Heroines
  2. pp. 158-176
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  1. Part IV: Educational and Philosophical Perspectives
  1. 10. The Qualitative-Similarity Hypothesis
  2. pp. 179-198
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  1. 11. Educators Without Borders: A Metaparadigm for Literacy Instruction in Bilingual–Bicultural Education
  2. pp. 199-217
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  1. 12. Collaborative Knowledge Building for Accessibility in Academia
  2. pp. 218-235
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  1. 13. Can It Be a Good Thing to Be Deaf?
  2. pp. 236-252
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  1. Part V: Conclusion
  1. 14. Retrospectus and Prospectus
  2. pp. 255-258
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  1. Index
  2. pp. 259-268
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