Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction.
Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The i...
| Publicado en: | American Annals of the Deaf Vol. 168; no. 1; pp. 56 - 80 |
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| Autores principales: | , , |
| Formato: | Journal Article |
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American Annals of the Deaf
Spring2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=170013690&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 170013690 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Spring2023 vid: 168 iid: 1 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 170013690 10.1353/aad.2023.a904167 170013690 ppf: 56 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction. aug: au: Scott, Jessica Henner, Jon Skyer, Michael E. sug: subj: Multilingualism Deaf Education Harm Reduction Sign Language Goals and Objectives Students Learning Environment Learning Life Experiences Leadership ab: Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of harm reduction asks the pragmatist to pursue the path of action least likely to result in injury to others. Besides applying ideas that reduce harm, educators must also increase benefits for deaf students. Our analysis synthesizes Vygotskian perspectives on deaf pedagogy and pragmatic ideals about reducing harm and increasing benefit. We propose six arguments that can enable deaf educators to think about and enact deaf-positive concepts and strengths-based classroom interactions, including the use of sign language, images, and text, among other modes, such as speech. Our goal is to reduce the threat of harm from language deprivation. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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