Joseph J Murray
Biographic Data
| ID | 6176617 |
|---|---|
| NAME | Joseph J Murray |
| GIVEN NAMES | Joseph J |
| FAMILY NAME | Murray |
| SIGNATURE | MURRAY J J |
| AFFILIATIONS | Gallaudet University |
| ORCID | 0000-0002-2323-5852 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 50 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Positioning, moral orientation and calibration in a virtual deaf-hearing sign language space
This article examines deaf and hearing students’ reflections on and expectations of deaf spaces during an 8-week virtual course connecting two universities in different countries. Reviewing student surveys, their ‘deaf space maps’, self-reflections, and video footage of student discussions, we show how students understand the concept of ‘deaf space’ as well as how they position themselves in relation to these spaces, both in terms of past experie…
This is our rhythm
Deaf scholars have long worked at the margins of academic institutions not designed for them. Designated deaf academic spaces—where deaf ways of knowing, teaching, and communicating are centered—remain rare. This study explores what becomes possible when such a space exists, presenting Dr Deaf as a case study. Drawing on interviews with participants and teachers, we show how deaf epistemologies and pedagogies are enacted through cross-stage respo…
The illusion of choice in inclusive education
The inclusive education debate is often framed as a choice between outmoded special schools and progressive inclusive general education schools. However, the rhetoric of ‘choice’ hides what is in reality a context of restricted resources, both in general education and in special congregated settings. We interview three deaf-parented families with a total of six deaf children enrolled in different educational settings in Belgium. We explore the ed…
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective by focusing on sensorial accessibility. While the sensory orientations of deaf people are at the heart of their translanguaging practices, sensory asymmetries are often not acknowledged in translanguaging theory and research. This has led to a bias in the use of…
The Baobab
This article offers a case study of language ideologies and languaging in the translation of a bilingual bimodal iPad storybook app, The Baobab Tree , from American Sign Language and written English to Norwegian Sign Language and written Norwegian. Heeding Canagarajah’s (2011, Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review 2. 1–28) call for studies which look beyond the product to the proce…
Intersectional inclusion for deaf learners
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
Buttering their bread on both sides
In the past two decades, a wave of campaigns to recognise sign languages have taken place in numerous countries. These campaigns sought official recognition of national sign languages, with the aim of enhancing signers’ social mobility and protecting the vitality of sign languages. These activities differ from a long history of sign language planning from a ‘language as a problem’ approach largely used by educators and policymakers to date. Howev…
Entries
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective by focusing on sensorial accessibility. While the sensory orientations of deaf people are at the heart of their translanguaging practices, sensory asymmetries are often not acknowledged in translanguaging theory and research. This has led to a bias in the use of…
Buttering their bread on both sides
In the past two decades, a wave of campaigns to recognise sign languages have taken place in numerous countries. These campaigns sought official recognition of national sign languages, with the aim of enhancing signers’ social mobility and protecting the vitality of sign languages. These activities differ from a long history of sign language planning from a ‘language as a problem’ approach largely used by educators and policymakers to date. Howev…
Intersectional inclusion for deaf learners
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
Entries
Buttering their bread on both sides
In the past two decades, a wave of campaigns to recognise sign languages have taken place in numerous countries. These campaigns sought official recognition of national sign languages, with the aim of enhancing signers’ social mobility and protecting the vitality of sign languages. These activities differ from a long history of sign language planning from a ‘language as a problem’ approach largely used by educators and policymakers to date. Howev…
The Baobab
This article offers a case study of language ideologies and languaging in the translation of a bilingual bimodal iPad storybook app, The Baobab Tree , from American Sign Language and written English to Norwegian Sign Language and written Norwegian. Heeding Canagarajah’s (2011, Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review 2. 1–28) call for studies which look beyond the product to the proce…
Intersectional inclusion for deaf learners
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective by focusing on sensorial accessibility. While the sensory orientations of deaf people are at the heart of their translanguaging practices, sensory asymmetries are often not acknowledged in translanguaging theory and research. This has led to a bias in the use of…
The illusion of choice in inclusive education
The inclusive education debate is often framed as a choice between outmoded special schools and progressive inclusive general education schools. However, the rhetoric of ‘choice’ hides what is in reality a context of restricted resources, both in general education and in special congregated settings. We interview three deaf-parented families with a total of six deaf children enrolled in different educational settings in Belgium. We explore the ed…
This is our rhythm
Deaf scholars have long worked at the margins of academic institutions not designed for them. Designated deaf academic spaces—where deaf ways of knowing, teaching, and communicating are centered—remain rare. This study explores what becomes possible when such a space exists, presenting Dr Deaf as a case study. Drawing on interviews with participants and teachers, we show how deaf epistemologies and pedagogies are enacted through cross-stage respo…
Positioning, moral orientation and calibration in a virtual deaf-hearing sign language space
This article examines deaf and hearing students’ reflections on and expectations of deaf spaces during an 8-week virtual course connecting two universities in different countries. Reviewing student surveys, their ‘deaf space maps’, self-reflections, and video footage of student discussions, we show how students understand the concept of ‘deaf space’ as well as how they position themselves in relation to these spaces, both in terms of past experie…
Hearing Impairment and Communication (7 works) · Sociology (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sign (mathematics (5 works) · Sign language (5 works) · Deaf education (4 works) · Political science (4 works) · Disability Rights and Representation (3 works)