Dual Cultural Negligence: The Education of Black Deaf Children

Stewart, David A.; Benson, Gwendolyn

doi:10.1002/j.2161-1912.1988.tb00401.x

Cited by 10 publications

(3 citation statements)

References 13 publications

(8 reference statements)

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“…In a study of the learning patterns of Hmong adult education students, Hvitfeldt (1986) found that cultural variables influenced verbal interaction patterns in the classroom, student's preferred learning modes, and students' concept acquisition. Studies with Hawaiian-American (Au, 1980;Spring, 1950;Weisner, Gallimore, & Jordan, 1988), African-American (Stewart & Benson, 1988), and Native-American (Harris, 1985) children indicate that their culture influences the way in which they interact with teachers and receive information in the classroom. Recent research in visualization studies (Costantino, Malgady, & Rogler, 1988;Fradd & Hallman, 1983;Ortiz & Maldonado-Colon, 1986) suggests children's preferences regarding reception of information; that is, whether information is conveyed in an oral or written format, is a culturally dependent variable.…”

Section: Culturally Syntonic Variablesmentioning

confidence: 99%

A study of culturally syntonic variables in the bilingual/bicultural science classroom

Barba

1993

J Res Sci Teach

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The purpose of this study was to conduct a needs assessment of bilinguallbicultural elementary science classrooms in order to determine if the current instructional environment addresses the educational needs of Hispanic/Latino children. This study examined 57 randomly selected elementary bilin-guaUbicultural science classrooms in a large metropolitan area of the southwestern United States in terms of culturally syntonic variables (i.e., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indicate that Hispanic/Latino children are receiving science instruction: (a) with culturally asyntonic printed materials, teaching strategies, and supplementary materials, (b) in classrooms that do not use the child's native language,fumilia learning groups, peer tutoring, or manipulative materials, and (c) with oral and verbal instruction that lack culturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in preservice and in-service teacher training, in science textbook formats, and in the scope and focus of elementary school bilingual/bicultural science curriculum and instructional strategies.

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Section: Culturally Syntonic Variablesmentioning

confidence: 99%

A study of culturally syntonic variables in the bilingual/bicultural science classroom

Barba

1993

J Res Sci Teach

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“…For example, integrating a focus on d/Deafness can consider non-hearing frames of reference and knowledge through which the gendered and raced bodies of disabled children are understood, as d/Deafness straddles a boundary between impairment/disability and ethnicity/race because of the various ways the community identifies itself through language and culture (Ladd, 2002). There have been relatively few (although valuable) studies which consider, for example, Black and d/Deaf experiences side-by-side, focusing on bodies (and embodied language) which are considered inadequate, unsophisticated and primitive (Stewart & Benson, 1988). This research is critical in creating new knowledge about embodied knowledge itself, and unique in integrating the embodied (disabled, raced and gendered) educational experiences of children.…”

Section: Methods Setting and Data Collectionmentioning

confidence: 99%

“…I use deaf (written with a lowercase initial d) to refer to anyone with a hearing impairment (whether or not they are pathologised and problematised (Lane, 1992). Stewart and Benson (1988), in one of the earliest in-depth studies of Black d/Deaf children in the United States of America, described how bodies which are both d/Deaf and Black are seen as posing a challenge to the education system that must be solved, underlining how their bodies are sites of scrutiny and concern. Further sections of this literature review discuss in greater depth how some (dis)abled children's bodies are problematised in education.…”

Section: "Other" Bodiesmentioning

confidence: 99%

Exploring (dis)abled children's embodied experiences in primary school space

Terrell¹

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This thesis explores how (dis)abled children in one inner-city English primary school experience classroom space in an embodied way. It takes Disabled Children’s Childhood Students (DCCS) as a starting point and applies Deleuzoguattarian ideas such as the assemblage and becoming, to contribute new knowledge to how classroom space disables and enables. The study took place over a seven-month period and involved 47 children who, in a novel approach, took part regardless of a label of special educational needs (SEN), disability or impairment. The children shared their experiences through various creative and visual qualitative methods, including photography, drawings and model rooms. These, combined with observations of the whole classroom space, were analysed thematically, paying attention to lines of flight, leading to various significant findings. Firstly, I found that the classroom space was saturated by the idea of vertical development: a normative expectation that children grow physically and metaphorically upwards towards adulthood. However, I also observed resistance from children to this idea. One original contribution to knowledge that this study makes is seeing photography as both a creative method and a form of resistance, as children who took part could turn the lens back on adults. Further insights included how certain forms of embodiment in the classroom are encouraged while others are discouraged. These are linked to ideas of crip epistemic insight: a perspective that privileges the experiences of disabled people’s embodied experiences of the world. Finally, I discuss the resistance and joyful potential in “leaks” which challenge the boundaries imposed on children’s bodies. Specifically, I contribute to the small but growing field of toilet studies in discussing expected behaviour in and around toilets. The thesis takes ideas from DCCS and assemblage theory and applies them in new ways to (dis)abled children’s embodied experiences, making valuable methodological and theoretical contributions.

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Educational Considerations for At-Risk/Marginal Students Who Are Deaf or Hard of Hearing

Kretschmer

1997

LSHSS

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The teaching of children who are at risk, marginally deaf, or hard of hearing is considered in this article, primarily from the framework provided by Ogbu (1990), Sinclair and Ghory (1990), Cromer (1993), and the contemporary writings of others working with multiethnic populations of children who are hearing and hearing-impaired. Emphasis is put on the social constructive nature of this complex phenomenon, the heterogeneity (both inter- and intraculturally) of the populations involved, and some of the processes that students go through in becoming marginalized. Finally, consideration is given to how one might address some of the problems of educating these children. Descriptions and examples of some successful intervention projects are presented.

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Dual Cultural Negligence: The Education of Black Deaf Children

Cited by 10 publications

References 13 publications

A study of culturally syntonic variables in the bilingual/bicultural science classroom

A study of culturally syntonic variables in the bilingual/bicultural science classroom

Exploring (dis)abled children's embodied experiences in primary school space

Educational Considerations for At-Risk/Marginal Students Who Are Deaf or Hard of Hearing

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