Deaf Epistemology, Sign Language and the Education of d/Deaf Children

Datos Bibliográficos

ID8924282
AutoresTimothy Reagan (0000-0001-5837-1603, University of Maine, autor de correspondencia), Paula E Matlins (Husson University), C David Pielick (Husson University)
Año2021
Volumen57
Número1
Páginas37-57
Fecha de publicación2021-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2021.1878178
OpenAlexW3128484920
IdiomaEN
Citas recibidas6
Referencias citadas88

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

American Sign Language · Deaf education · Epistemology · Epistemology of Wikipedia · Focus (optics · Formal epistemology · Higher education · Linguistics · Pedagogy · Philosophy for Children · Philosophy of education · Sign (mathematics · Sign language · Social epistemology · Sociology · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Philosophy