A narrative exploration of educational experiences on deaf identity.

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dc.contributor.author McIlroy, Guy William
dc.date.accessioned 2009-01-08T08:27:30Z
dc.date.available 2009-01-08T08:27:30Z
dc.date.issued 2009-01-08T08:27:30Z
dc.identifier.uri http://hdl.handle.net/10539/5928
dc.description.abstract This study explores from the perspective of deaf persons, how the identity of deaf persons is shaped by their educational experiences. Previous studies on identity by Erickson (1984) and Leigh (2001) on deaf persons have located identity within either the medical model, as a discourse of assimilation, or within the reactive social model, as a discourse of human rights. It is argued that the ‘first wave of deaf identity politics’ (Wrigley, 1996) of the medical and social model binary are sites of oppression and resistance. This binary provides both an insufficient and a static explanation of deaf identity as a victim is increasingly at odds with the lives of deaf persons in a post-modern ontology. Subsequently, this study engages in exploring the post-modern driven ‘second wave of identity politics’ and proposes a bi-cultural Dialogue model that recognises and explores, through cross-cultural exploration, the complexity and fluid construction of a DeaF identity. Later, the contributions of Bat-Chava (2000); Glickman (1993) and Ohna (2006) towards deaf identity are discussed within the post-modern educational framework. This ethnographic study explores the identity development of nine deaf participants through their narratives. The inclusion of the researcher as a DeaF participant in this study provides an auto-ethnographic gateway into exploring the lives of deaf/Deaf/bi-bi DeaF persons. The themes of ‘significant moments’; ‘connections at home and school’ and ‘deaf identity development’ were investigated. This study investigated the educational experiences of both deaf learners who attended regular mainstream schools and also deaf learners who attended schools for the Deaf. The findings suggest that deaf identity is not a static concept, but a complex ongoing quest for belonging and acceptance of being deaf through ‘finding ones voice’ in a hearing dominant society. This study challenges educators, parents and researchers through using dialogue and narrative tools to broaden their understanding of deaf identity and the dignity associated with being a deaf person. en
dc.language.iso en en
dc.subject Deaf en
dc.subject Dignity en
dc.subject Oral deaf en
dc.subject Dialogue model en
dc.subject Post-modern en
dc.subject Fluid identities en
dc.subject Identity en
dc.subject Narratives en
dc.subject Ethnography en
dc.title A narrative exploration of educational experiences on deaf identity. en
dc.type Thesis en

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