From a critical pedagogy standpoint, we examined a bilingual (American Sign Language [ASL] and English) video-publication titled “Seizing Academic Power.” The video-publication explores interactions of power and knowledge in deaf education and research and proposes tools to subvert ableism and deficit ideologies within them. By centralizing multiple visuospatial modalities, the video-publication’s medium is also its message. Qualitative data were produced and analyzed via structured coding cycles then interpreted through two theoretical frameworks focused on culture and aesthetics in critical pedagogy. Our analysis highlights conflicts at the nexus of ontology, epistemology, axiology, and methodology of deaf education and research. Findings reveal how deaf students gain and develop critical consciousness within the classroom, depending on their teachers’ conceptions of marginalized cultures, use of signed languages, and multimodal knowledge, all of which modulate power and ethics in deaf pedagogy and research about it. Our study concludes with implications for ASL video-publications for teacher-training in deaf higher education and in research production and dissemination.
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Master of Science in Secondary Education (NTID)
Skyer, M., & Cochell, L. (2020). Aesthetics, culture, power: Critical deaf pedagogy and ASL video-publications as resistance-to-audism in deaf education and research. Critical Education, 11(15), 1-25. Retrieved from: http://ojs.library.ubc.ca/index.php/criticaled/article/view/186497
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