Disabiling Pedagogy

Contents

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pp. v-

Acknowledgments

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pp. vii-

MY THANKS GO to Gallaudet University Press for the opportunity to publish my first books on deafness (see also Komesaroff 2007) and to Deakin University’s Faculty of Education for providing both the intellectual space in which to pursue my passion for linguistic rights and the encouragement to do so. ...

Preface

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pp. ix-xiii

THE MAJOR TOPIC of this book is the critical analysis of pedagogy in deaf education and other issues related to deafness, such as cochlear implantation. The effects of language policy and practices, as well as medical intervention, that disempower Deaf people are discussed.¹ In addition,...

1. Power, Politics, and Education

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pp. 1-10

ALTHOUGH A CENTRAL THEME of this book is the politics of language practices in deaf education, in my discussion I look beyond the issue of access to education to an analysis of the group and power relations that exist between Deaf and hearing people in schools, universities, and...

2. Politically Active Research

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pp. 11-38

THE THEMES OF POWER, politics, and the struggle for self-determination among Deaf people thread through this book. Despite recognition of the linguistic legitimacy of Auslan in the late 1980s, the language and culture of Deaf people are still routinely denied to most deaf children ...

3. Curriculum of the Hearing University

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pp. 39-50

LEGAL REFORM IN THE 1990S led Australian universities to establish policies of equal opportunity and consider issues of diversity within their staff and student populations. Legislation such as the Disability Discrimination Act (Commonwealth of Australia 1992) sought to protect...

4. Bilingual Education

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pp. 51-75

IN THE ANTITHESIS to curricular fundamentalism, bilingual educators reject the “curriculum of the hearing”—a take on Ball’s (1993) “curriculum of the dead”—and exploit, rather than ignore, the cultural capital and linguistic resources that Deaf students and teachers bring to the classroom...

5. Parents Take Their Fight to the Courts

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pp. 76-104

SINCE THE 1990s a small but growing number of deaf children have had access to bilingual programs in most states of Australia. These programs have continued to exist within a system that predominantly integrates deaf children into regular schools and instructs them by means...

6. Linguistic Rights and Self-Determination

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pp. 105-120

THE CONVENTIONS OF THE United Nations provide guiding principles for the countries of the world. In 1924 the League of Nations adopted the firrst Declaration of the Rights of the Child (the Geneva Declaration), an international instrument that recognized the “vulnerable nature...

7. Conclusion

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pp. 115-120

BECAUSE LANGUAGE EXISTS WITHIN a sociocultural context, it is therefore political and bound up with issues of power. For linguistic minorities, the concern is not only how language is used in education but also which language is used in the classroom. Schools are powerful institutions...

References

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pp. 121-132

Index

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pp. 133-154