Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" Versus "Can't Do"

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 de...

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Bibliographic Details
Published inEquity & excellence in education Vol. 48; no. 2; pp. 320 - 338
Main Authors O'Brien, Catherine A., Placier, Peggy
Format Journal Article
LanguageEnglish
Published Amherst Routledge 03.04.2015
Equity & Excellence
Subjects
Administrator Attitudes
Administrator Role
American Sign Language
Barriers
Case Studies
Communication Strategies
Cultural Influences
Deafness
Discourse Analysis
Educational Policy
Elementary Secondary Education
Ethnography
Hearing Impairments
Interviews
Labeling (of Persons)
Observation
Personnel Selection
Power Structure
Preschool Education
Professional Development
Qualitative Research
Residential Schools
Schools
Sign language
Social Bias
Social Influences
Social research
Special Schools
Teacher Attitudes
Teacher Role
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Summary: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.
ISSN:1066-5684
1547-3457
DOI:10.1080/10665684.2015.1025253