Jennifer M McGuire
Biographic Data
| ID | 6602444 |
|---|---|
| NAME | Jennifer M McGuire |
| GIVEN NAMES | Jennifer M |
| FAMILY NAME | McGuire |
| SIGNATURE | MCGUIRE J M |
| AFFILIATIONS | Doshisha University |
| ORCID | 0000-0003-3814-1573 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Who am I with others
Drawing upon long-term ethnographic research, this article examines the interlinking processes of “self-searching” (jibun sagashi) and sign language acquisition among deaf and hard-of-hearing (DHH) Japanese youth, together with the role of friendships. At the center of this study are self-identified “inte” (short for “integration”): DHH youth ages 18 to 24 who were educated in mainstream schools. Schools for the deaf have been positioned as one o…
Co-constructing Belonging
This article explores educational integration and the ways in which ‘difference’ is accommodated in the mainstream Japanese education system by drawing upon two distinct cases of marginalised students: deaf and hard-of-hearing (DHH) students and immigrant students. One form of accommodation to aid the integration of these two groups into mainstream classrooms is ‘special support classes’ such as providing Japanese as a Second Language classes to …
Who am I with others
Drawing upon long-term ethnographic research, this article examines the interlinking processes of “self-searching” (jibun sagashi) and sign language acquisition among deaf and hard-of-hearing (DHH) Japanese youth, together with the role of friendships. At the center of this study are self-identified “inte” (short for “integration”): DHH youth ages 18 to 24 who were educated in mainstream schools. Schools for the deaf have been positioned as one o…
Who am I with others
Drawing upon long-term ethnographic research, this article examines the interlinking processes of “self-searching” (jibun sagashi) and sign language acquisition among deaf and hard-of-hearing (DHH) Japanese youth, together with the role of friendships. At the center of this study are self-identified “inte” (short for “integration”): DHH youth ages 18 to 24 who were educated in mainstream schools. Schools for the deaf have been positioned as one o…
Co-constructing Belonging
This article explores educational integration and the ways in which ‘difference’ is accommodated in the mainstream Japanese education system by drawing upon two distinct cases of marginalised students: deaf and hard-of-hearing (DHH) students and immigrant students. One form of accommodation to aid the integration of these two groups into mainstream classrooms is ‘special support classes’ such as providing Japanese as a Second Language classes to …
Gender Studies (2 works) · Gender Studies (2 works) · Hearing Impairment and Communication (2 works) · Mainstream (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Accommodation (1 work) · Deaf culture (1 work) · Ethnography (1 work)