Era of Epistemological Equity 55
nader, 2006). The wisdom and experiences that deaf people have gained from life
may be the best source for evaluating efforts toward this end.
With respect to further theorizing and research, I recommend the following:• The study of deaf (indigenous) knowledge and practices, both in Western and
non-Western contexts, and cross-cultural comparative research;
• Further research on challenges in deaf education in an increasingly globalized
and urbanized world; praxis and practices of multilingualism, intercultural-
ism, multiple literacies, multiple deaf identities, and multiple (deaf) episte-
mologies in educational contexts;
• Critically complementing the current research base with studies in non-
Western contexts for further metatheorizing, which is vital to the lives of deaf
people around the world and to the future of the deaf studies field; and
• Further reflection on the different lines of metatheorizing on deaf epistemologies.