Deaf Epistemologies, Identity, and Learning

94 Deaf Epistemologies, Identity, and Learning enables international deaf people to take up new social roles and discover new as ...

Translated Deaf People Moving toward Emancipation 95 When I teach in the ELI [English Language Institute], many of the students ...

96 Deaf Epistemologies, Identity, and Learning is inescapably entangled. The interconnections themselves are part of the constru ...

Translated Deaf People Moving toward Emancipation 97 Feelings of difference and exclusion and identification as “international” ...

98 Deaf Epistemologies, Identity, and Learning break, he wanted to drive in his country, too. However, he was confronted with a ...

Translated Deaf People Moving toward Emancipation 99 concluded the interview with the statement: “I don’t worry because I have m ...

100 Deaf Epistemologies, Identity, and Learning English (culturality). That boosted her self-esteem. Consequently, this inspired ...

Translated Deaf People Moving toward Emancipation 101 deaf communities and from Gallaudet University. Perhaps I was using ap- pr ...

102 Deaf Epistemologies, Identity, and Learning of Holland et al. (1998), which is inspired by the sociohistorical school, and d ...

Translated Deaf People Moving toward Emancipation 103 notions of empowerment can fortify culturally situated practices of empowe ...

104 5 The Challenge of “Serious” Scholarship: A Case Study of the Cameroonian Deaf Community In Chapter 2, I argued for cross-cu ...

Challenge of “Serious” Scholarship 105 It is the topic of the fourth section of this chapter, which is titled “‘Being Serious’: ...

106 Deaf Epistemologies, Identity, and Learning [First School Leaving Certificate, a national primary education exam]. But how d ...

Challenge of “Serious” Scholarship 107 (Ceuppens & Geschiere, 2005). Yet despite these problems, and regardless of po- litic ...

108 Deaf Epistemologies, Identity, and Learning school or are mainstreamed. There are no programs for interpreter training and n ...

Challenge of “Serious” Scholarship 109 the coun try’s primary administrative divisions.) In my research, I followed the ethical ...

110 Deaf Epistemologies, Identity, and Learning Figure 5.1. Key moment in Cameroonian deaf people’s lives, as drawn by Eyonga Be ...

Challenge of “Serious” Scholarship 111 can inform the Cameroonian gov ernment (“You are white, you can do that,” they said), and ...

112 Deaf Epistemologies, Identity, and Learning in the early years of the school, which differed from the gestures used in the h ...

Challenge of “Serious” Scholarship 113 generation of young deaf people using an LSF-influenced vari ant (see the research areas ...