This paper reviews a book “Guidelines for Multilingual Deaf Education Teacher Preparation Programs” by Kurz et. al (2021). This publication discusses a new prospective in Deaf Education which is Multilingual Deaf Education Teacher... more
This paper reviews a book “Guidelines for Multilingual Deaf Education Teacher Preparation Programs” by Kurz et. al (2021). This publication discusses a new prospective in Deaf Education which is Multilingual Deaf Education Teacher Preparation Programs. The Multilingual Deaf Education program is an update term of bilingual Deaf education. Their main goal is to provide a guideline for Deaf education teacher training programs to prepare teachers in high quality to meet the needs of diverse languages and identities of Deaf students. In the book, the writers provide definitions of some terminologies related to Multilingual Deaf Education program and provides theoretical framework that considered when preparing their guideline. These guidelines offer recommendations for key components that can be parts of multilingual teacher preparation programs. These recommendations can be used to modify an existing program or to develop a new one. Since Saudi Arabia is seeking to move towards inclusive education, this book can be used as a reference for deaf teacher preparation programs so it can be aligned with the newest trends in education.
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary... more
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural “dialogue model.” This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher’s own fluid cross-cultural identity as a bicultural “DeaF” participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while “finding one’s voice” in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed.
