Cover

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Frontmatter

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Contents

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p. viii

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PREFACE (A “WARNING”)

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pp. ix-xii

Ideas and definitions of deafness are complicated and deeply contested, including the constraints over what ought to be socially constructed as normal, especially for a child. Social institutions such as schools play powerful and exacting...

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Introduction

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pp. 1-16

The journeys that I have made throughout my life are unique in some ways, but as I meet and read more about other deaf1 people, I have found that many of our journeys have intersected at one point or another. Including me, more than 95% of deaf children are born to hearing parents Kluwin...

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Chapter 1 My Journey

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pp. 17-53

This chapter addresses the ethical inquiry of where I am, epistemological inquiries of who I am, and the types of social constructions that permeate my deafness and my identity(ies) (Lankshear & McLaren, 1993). The quote, “I a...

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Chapter 2 Social Constructions

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pp. 54-84

If you ask any American to describe men, you are likely to get responses such as “masculine, strong, athletic, aggressive, breadwinner” as descriptions of the “normal” male. But if you add the word gay to the question, you are likely..

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Chapter 3 Archaeology of Deaf Education and Languaculture

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pp. 85-114

Deaf children at an early age might be unconcerned with languaculture, social representations, social constructions, politics, and ideology. However, they are developing members under ideological state apparatuses such as schools...

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Chapter 4 A "Tale" of Two Classrooms

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pp. 115-152

There is an extensive body of research and literature on deaf education, its pedagogies, “best practices,” and “promises” toward a “better” education for the deaf, as documented in the previous chapter, but rarely are these...

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Chapter 5 Constructions of Deaf Languacultures

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pp. 153-181

My narrative descriptions of two diverse classrooms in the previous chapter show diverse pedagogies of languaculture that may have possible implications for the students’ acculturation/enculturation. Also, the narrative suggests...

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Chapter 6 Coming Full Circle

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pp. 182-215

This book started out with my emic journey to examine my deaf identity and its meanings in the social world as a critical contribution to the research on deafness. Languaculture was introduced as a gravitating theme to indicate the ways..

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Afterword

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pp. 216-225

What do you see when you imagine an individual who has been labeled as disabled? Do you imagine the hegemonic façade of someone begging for help with their cap in their hand or is the image of someone such as the theoretical physicist..

Appendix A

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pp. 226-248

References

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pp. 249-282

Index

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pp. 283-295