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Architecture and Deaf Education:
One of the themes from my dissertation data on deaf pedagogy is about the built environments in which it occurs.
I'm finding that architecture is an instantiation of otherwise hidden institutional values regarding deafness and deaf people. /1
One of the themes from my dissertation data on deaf pedagogy is about the built environments in which it occurs.
I'm finding that architecture is an instantiation of otherwise hidden institutional values regarding deafness and deaf people. /1
Deaf Space theory, for instance, tells us that the ways in which space is built can allow for greater or lesser visual access to communication.
Spaces with curved walls are easier to use, as deaf students naturally arrange themselves in arcs or curves that seek to facilitate /2
Spaces with curved walls are easier to use, as deaf students naturally arrange themselves in arcs or curves that seek to facilitate /2
access to: 1) curricular content, written or projected on the board, 2) pedagogical sign language production by their teachers, and 3) the social sign language productions of their class colleagues.
Spaces can be arranged and modified but only within the limits of the built /3
Spaces can be arranged and modified but only within the limits of the built /3
environment, like the walls and arrangement of technologies of instruction, like: chalkboards, whiteboards, and SmartBoards.
Generally, modular construction like readily movable desks/chairs allows for greater flexibility, including direct instruction and project-based group /4
Generally, modular construction like readily movable desks/chairs allows for greater flexibility, including direct instruction and project-based group /4
work.
When deaf students learn in built environments that disregard visual access or do not consider deaf culture's social tendencies, then both the teacher and the deaf students are forced to work harder.
To work to gain equal access is to lose time, energy, and cognitive /5
When deaf students learn in built environments that disregard visual access or do not consider deaf culture's social tendencies, then both the teacher and the deaf students are forced to work harder.
To work to gain equal access is to lose time, energy, and cognitive /5
resources before real education begins. And this, inevitably, takes a negative toll on learning and makes teaching unnecessarily difficult.
In contrast, physical places built with Deaf Space principles in mind reduce the burden of gaining access and promote instructional /6
In contrast, physical places built with Deaf Space principles in mind reduce the burden of gaining access and promote instructional /6
efficacy and make learning less cumbersome.
If you've never read about Deaf Space principles, here is a great primer on them:
/7
If you've never read about Deaf Space principles, here is a great primer on them:
/7
This thread is a way to welcome some of my new followers and make up for my absence from my usual #DeafPedagogy post.
My apologies for missing my usual time! I was crunching dissertation data until 8P on Friday and didn't even realize I had missed my post until Saturday! /8
My apologies for missing my usual time! I was crunching dissertation data until 8P on Friday and didn't even realize I had missed my post until Saturday! /8
I visualized 16 different classroom set-ups in #deafed #DeafPedagogy, then subdivided them into two broad categories: 1) Curvilinear, & 2) Angular-Linear.
Discussion Qs
What does your pre-COVID classroom set up look like? How does it affect the educational interactions within?
Discussion Qs
What does your pre-COVID classroom set up look like? How does it affect the educational interactions within?
This dropped late last night. It replaces my weekly #DeafPedagogy tweet from last Friday when I was eyeballs deep in dissertation data analysis and didn't even realize it was Friday. Such is scholarship in the time of Covid.
A thread on deaf spaces in #deafed: in 7 parts
A thread on deaf spaces in #deafed: in 7 parts
