| Title: |
Deaf Epistemology, Sign Language and the Education of d/Deaf Children |
| Language: |
English |
| Authors: |
Reagan, Timothy; Matlins, Paula E.; Pielick, C. David |
| Source: |
Educational Studies: Journal of the American Educational Studies Association. 2021 57(1):37-57. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Deafness; Epistemology; Educational Philosophy; Ethnography; American Sign Language; Special Education; Mainstreaming; Inclusion; Residential Schools; Assistive Technology; Empowerment |
| DOI: |
10.1080/00131946.2021.1878178 |
| ISSN: |
0013-1946 |
| Abstract: |
One of the traditional areas of concern in educational foundations has been philosophy of education, and within philosophy of education, a central focus has been epistemology. Defined as the branch of philosophy dealing with the study of knowledge, in the past half-century approaches to the study of epistemology have evolved in significant ways. The rise of ethnoepistemology is perhaps one of the clearest examples of such changes. After a brief overview of the concept of ethnoepistemology, we argue for the existence of a distinctive deaf epistemology. We then offer a discussion of some of the ways in which this deaf epistemology is reflected in American Sign Language (ASL). The article concludes with a discussion of the ramifications of deaf epistemology for deaf education. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1285339 |
| Database: |
ERIC |