{"title":"聋人教育学与课程设计中的力量:数字环境下的聋人教育(DE2)","authors":"Michael E. Skyer","doi":"10.4467/20843860pk.22.025.16614","DOIUrl":null,"url":null,"abstract":"Deaf people are a heterogeneous global minority singularly linked by technology. I posit that deaf people wield the cutting-edge of innovation by developing or repurposing digital technologies in deaf education as a means to leverage the affordances of visuospatial sign languages and multimodal communication. Throughout, I investigate a nexus of historical, cultural, social, political, and ideological struggle where deaf people use their own power and self-determination to counteract harmful forces like oppression and exclusion. To do this, I synthesize the digital environments of deaf education (DE2) and articulate a theory of deaf educational power centered on the interdependence of digital knowledge modes and the deaf users driving their development.\n\nI situate modes as a fundamental unit of analysis. Multimodality is related to power and ethics in education and assists in critically analyzing DE2. Multimodal theory illustrates how pow- er is used in DE2 and shows ecological relationships between pedagogical ethics and knowledge co-construction by deaf students and educators. In sum; deaf people use multimodal technologies to construct deaf-centric educational power. Three major findings are categorized: (1) the purposes for which DE2 are designed, (2) the practices constitutive of DE2, and (3) disciplines represented in DE2 research. Two exemplars from category 3 are shown and analyzed. Both interrelate Deaf Culture, sign language, and digital education technologies. One is situated in a deaf student protest about language and communication access. The second is rooted in the multilingual characteristics of an international consortium related to deaf science epistemologies. Overall, I elucidate a social history of technology in deaf education to show that DE2 is a globalized phenomenon transcending geopolitical boundaries.","PeriodicalId":187788,"journal":{"name":"Przegląd Kulturoznawczy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Power in Deaf Pedagogy and Curriculum Design: Multimodality in the Digital Environments of Deaf Education (DE2)\",\"authors\":\"Michael E. Skyer\",\"doi\":\"10.4467/20843860pk.22.025.16614\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Deaf people are a heterogeneous global minority singularly linked by technology. I posit that deaf people wield the cutting-edge of innovation by developing or repurposing digital technologies in deaf education as a means to leverage the affordances of visuospatial sign languages and multimodal communication. Throughout, I investigate a nexus of historical, cultural, social, political, and ideological struggle where deaf people use their own power and self-determination to counteract harmful forces like oppression and exclusion. To do this, I synthesize the digital environments of deaf education (DE2) and articulate a theory of deaf educational power centered on the interdependence of digital knowledge modes and the deaf users driving their development.\\n\\nI situate modes as a fundamental unit of analysis. Multimodality is related to power and ethics in education and assists in critically analyzing DE2. Multimodal theory illustrates how pow- er is used in DE2 and shows ecological relationships between pedagogical ethics and knowledge co-construction by deaf students and educators. In sum; deaf people use multimodal technologies to construct deaf-centric educational power. Three major findings are categorized: (1) the purposes for which DE2 are designed, (2) the practices constitutive of DE2, and (3) disciplines represented in DE2 research. Two exemplars from category 3 are shown and analyzed. Both interrelate Deaf Culture, sign language, and digital education technologies. One is situated in a deaf student protest about language and communication access. The second is rooted in the multilingual characteristics of an international consortium related to deaf science epistemologies. Overall, I elucidate a social history of technology in deaf education to show that DE2 is a globalized phenomenon transcending geopolitical boundaries.\",\"PeriodicalId\":187788,\"journal\":{\"name\":\"Przegląd Kulturoznawczy\",\"volume\":\"18 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-12-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Przegląd Kulturoznawczy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4467/20843860pk.22.025.16614\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Przegląd Kulturoznawczy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4467/20843860pk.22.025.16614","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Power in Deaf Pedagogy and Curriculum Design: Multimodality in the Digital Environments of Deaf Education (DE2)
Deaf people are a heterogeneous global minority singularly linked by technology. I posit that deaf people wield the cutting-edge of innovation by developing or repurposing digital technologies in deaf education as a means to leverage the affordances of visuospatial sign languages and multimodal communication. Throughout, I investigate a nexus of historical, cultural, social, political, and ideological struggle where deaf people use their own power and self-determination to counteract harmful forces like oppression and exclusion. To do this, I synthesize the digital environments of deaf education (DE2) and articulate a theory of deaf educational power centered on the interdependence of digital knowledge modes and the deaf users driving their development.
I situate modes as a fundamental unit of analysis. Multimodality is related to power and ethics in education and assists in critically analyzing DE2. Multimodal theory illustrates how pow- er is used in DE2 and shows ecological relationships between pedagogical ethics and knowledge co-construction by deaf students and educators. In sum; deaf people use multimodal technologies to construct deaf-centric educational power. Three major findings are categorized: (1) the purposes for which DE2 are designed, (2) the practices constitutive of DE2, and (3) disciplines represented in DE2 research. Two exemplars from category 3 are shown and analyzed. Both interrelate Deaf Culture, sign language, and digital education technologies. One is situated in a deaf student protest about language and communication access. The second is rooted in the multilingual characteristics of an international consortium related to deaf science epistemologies. Overall, I elucidate a social history of technology in deaf education to show that DE2 is a globalized phenomenon transcending geopolitical boundaries.