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Course Descriptor: Deaf Studies Course Code: EDUA11239

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Course Descriptor: Deaf Studies Course Code: EDUA11239 Course descriptor: Deaf Studies Course code: EDUA11239 Course coordinator: Rachel O’Neill SCOTCAT rating: 10 Scottish Master Credits Short description of course This course will locate Deaf Education within the broader framework of Deaf Studies, enabling course participants to explore critically the differing constructions of deafness and offering an introduction to the key notions of Deaf identity, d/Deaf communities and Deaf culture. It will also provide an introduction to the range of d/Deaf organisations, including those with a focus on deaf children and/or young people. During this course, participants will be introduced to the programme requirements, including the development of BSL skills. Course learning outcomes 1. Show a critical understanding of the different constructions (e.g. medical, social, cultural) of deafness. 2. Show a critical understanding of the notions of d/Deaf Communities and Deaf Culture. 3. Be familiar with the key aspects of Deaf history and heritage, especially in relation to deaf education. 4. Be familiar with and be able to use the resources of a range of d/Deaf organisations and Deaf media. Teaching, learning and approaches Class contact 10 hours on campus 2 hours accessed online This will involve lectures, seminars and workshops which will include presentations from visiting d/Deaf and hearing presenters; Self-directed study: (88 hours) Critical viewing of DVDs and videos relating to Deaf culture and community, including debates on controversial issues; Visits to Deaf clubs, d/Deaf organisations. Contact with d/Deaf people: course members will be expected to engage in personal interactions with d/Deaf people in order to develop their understanding; Exploration of internet resources in relation to deafness; Indicative content Medical and social constructions of deafness and associated patterns of discourse; The nature and structure of the Deaf community in Scotland; The impact of historical events and approaches on the current Deaf Community (e.g. the 1880 Congress of Milan; the closing of residential schools); The roles of sign language and written language within the Deaf community; the impact of hearing attitudes towards signed language on the lives of Deaf people; 27/01/14 Current social and political activities in relation to Deaf people, e.g. the Scottish Parliament debate on BSL, the work of the Scottish BSL and Linguistic Access Working Group; Assessment tasks and contexts Course members will: Produce a written or signed assignment of 2000 words / 20 minutes signing. Students are given a choice of assignment questions and titles, for example: Can mainstreamed deaf children find a d/Deaf identity for themselves? Is it important that they do? The written assignment will be supported by appropriate reference to theoretical perspectives and principles identified in research and literature. Course members are expected to access research and literature beyond the WebCT readings in relation to their chosen assessment topic/focus. Assessment performance criteria Course Members will comply with the Postgraduate Common Marking Scheme criteria. In addition course members will demonstrate: 1. A critical understanding of the notions of Deaf Community and Culture, Deaf history and heritage. 2. Awareness of the range of contemporary issues facing Deaf people today. 3. An informed awareness of the potentially conflicting perspectives and perceptions which influence Deaf people’s sense of identity. 4. Familiarity with the differing roles of national and international d/Deaf organisations and with d/Deaf media. Indicative Bibliography All these readings are available via Learn in electronic form. Key readings are starred. Ahmad, W., Atkin, K. & Jones, L. (2002) Being deaf and being other things. Social Science and Medicine. 55 (10) pp 1757 - 1769. Ahmad, W., Darr, A., Jones, L. & Nisar, G. (1998) Deafness and ethnicity. Bristol: The Policy Press. Ch 5, pp 57 – 72 * Atkinson, A. (2001) Memoirs of My Youth. Feltham: BDHS. Chapter III pp 10 - 21. [Originally published 1865] Branson, J. & Miller, D. (2002) Damned for their Difference. Washington DC: Gallaudet University Press. Chapter 7 pp 178 - 202. (ebook) Breivik, J. (2005) 'Deaf Identities in the Making' Washington DC: Gallaudet University Press. (ebook) Cameron, A. (2013) Employment Research Project Report, Glasgow: Scottish Council on Deafness. Christensen, K. (2000) Deaf Plus, a multicultural perspective. San Diego: Dawn Sign Press. Chapter 9. Exploring students' personal cultures pp 221 – 251 27/01/14 Corker, M. (1994) 'Counselling: The Deaf Challenge' London: Jessica Kingsley pp. 174-196. Corker, M. (1998) Deaf and Disabled or Deafness Disabled. Buckingham: Open University Press. Chapter 4: Books without pictures pp 74-94. DEX (2003) 'Between a rock and a hard place' Wakefield: Deaf ex-Mainstreamers Group. Chapter 5 * Dodds, J. (2003) Being Deaf and Proud. In: Taylor, G. and Darby, A. (Eds.) Deaf Identities. Coleford: Douglas McLean. pp 22 – 32 Dye, M. & Kyle, J. (2000) Deaf People in the Community. Bristol: Deaf Studies Trust. Chapter 5. Deaf Community pp 25 – 57 Fordyce, M. (2013) Post-school Transitions of People who are Deaf or Hard of Hearing. University of Edinburgh: Centre for Research in Education, Inclusion and Diversity. Hauser P, O'Hearn A., McKee M., Steider A & Thew, D. (2010) Deaf epistemology: deafhood and deafness. American Annals of the Deaf 154 (5) 486-492. Hutchison, I. (2007) Oralism – a sign of the times? – The contest for deaf communication in education provision in late nineteenth-century Scotland, European Review of History, 14 (4) pp 481 - 501. * Jackson, P. (2001) A Pictorial History of Deaf Britain. Winsford: Deafprint. Chapter XII. Deaf Education Today pp 251-264 Kyle, J., Reilly, A., Allsop, L., Clark, M. & Dury, A. (2005) 'Research report exploring the extent of access to public services in British Sign language (BSL) by Deaf people.' Bristol: Deaf Studies Trust. Scottish Executive Social Research * Ladd, P. (2003) 'Understanding Deaf Culture' Clevedon: Multilingual Matters. Chapter 9 pp 369 – 400 (ebook) * Lane, H. (1999) The Mask of Benevolence. 2nd edition. San Diego: Dawn Sign Press. Pp 129 - 162. Lane, H. (2005) Ethnicity, Ethics and the Deaf-World. Journal of Deaf Studies and Deaf Education. 10 (3) pp 291 - 310. Lee, R. (2004) A Beginner's Introduction to Deaf History pp.25-33, Feltham: BDHS Publications * Mathews, E. (2011) ‘No Sign Language If You Want to Get Him Talking’: Power, Transgression / Resistance, and Discourses of d/Deafness in the Republic of Ireland. Population, Space and Place, 17 (4) 361 – 376. 27/01/14 * McIlroy, G. & Storbeck, C (2011) Development of Deaf Identity: an Ethnographic Study. Journal of Deaf Studies and Deaf Education. 16:4 pp 494-511 Monaghan, L. (2003) Many Ways to be Deaf.Washington DC: Gallaudet University Press. (ebook) * O’Neill, R. Arendt, J. & Marschark, M. (2013) The Achievement and Opportunities for Deaf Students Project Report, Edinburgh: University of Edinburgh. Padden, C. and Humphries, T. (2005) Inside Deaf Culture. Cambridge, MA: Harvard University Press (SSC library) Skelton, T. & Valentine, G. (2003) 'It feels like being Deaf is normal': an exploration into the complexities of defining D/deafness and young D/deaf people's identities, The Canadian Geographer 47, no 4. 451-466 Parnasis, I (1996) 'Cultural and Language Diversity and the Deaf Experience' Cambridge: Cambridge University Press. (ebook) Valentine,G. and Skelton, T. (2003) Living on the edge: the marginalisation and `resistance' of D/deaf youth. Environment and Planning A 2003, volume 35, pages 301 - 321 Websites: The websites on Learn are important for finding out about the media and d/Deaf organisations. Particularly make sure you review the SCOD and the BDA websites. 27/01/14 .
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