LEADER 03541nam 2200517 450 001 9910794822003321 005 20230808205605.0 010 $a1-56368-671-6 035 $a(CKB)4340000000023083 035 $a(MiAaPQ)EBC4760888 035 $a(OCoLC)965828505 035 $a(MdBmJHUP)muse53988 035 $a(Au-PeEL)EBL4760888 035 $a(CaPaEBR)ebr11312865 035 $a(EXLCZ)994340000000023083 100 $a20161102h20162016 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDeaf epistemologies, identity, and learning $ea comparative perspective /$fGoedele A. M. De Clerck 210 1$aWashington :$cGallaudet University Press,$d[2016] 210 4$dİ2016 215 $a1 online resource (283 pages) $cillustrations 225 1 $aDeaf education series ;$v5 311 $a1-56368-670-8 320 $aIncludes bibliographical references and index. 330 $a"Goedele A. M. De Clerck presents cross-cultural comparative research that examines and documents where deaf flourishing occurs and how it can be advanced. She spotlights collective and dynamic resources of knowledge and learning; the coexistence of lived differences; social, linguistic, cultural, and psychological capital; and human potential and creativity. Deaf Epistemologies, Identity, and Learning argues for an inclusive approach to the intrinsic human diversity in society, education, and scholarship, and shows how emotions of hope, frustration, and humiliation contribute to the construction of identity and community. De Clerck also considers global to local dynamics in deaf identity, deaf culture, deaf education, and deaf empowerment. She presents empirical research through case studies of the emancipation processes for deaf people in Flanders (a region of Belgium), the United States (specifically, at Gallaudet University in Washington, DC), and the West African nation of Cameroon. These three settings illuminate different phases of emancipation in different contexts, and the research findings are integrated into a broader literature review and subjected to theoretical reflection. De Clerck's anthropology of deaf flourishing draws from her critical application of the empowerment paradigm in settings of daily life, research, leadership, and community work, as she explores identity and well-being through an interdisciplinary lens. This work is centered around practices of signed storytelling and posits learning as the primary access and pathway to culture, identity, values, and change. Change driven by the learning process is considered an awakening--and through this awakening, the deaf community can gain hope, empowerment, and full citizenship. In this way, deaf people are allowed to shape their histories, and the result is the elevation of all aspects of deaf lives around the world"--$cProvided by publisher. 410 0$aDeaf education series ;$v5. 606 $aDeaf$xEducation$vCross-cultural studies 606 $aDeaf$xServices for$vCross-cultural studies 606 $aIdentity (Psychology) 615 0$aDeaf$xEducation 615 0$aDeaf$xServices for 615 0$aIdentity (Psychology) 676 $a305.9/082 686 $aEDU026000$2bisacsh 700 $aDe Clerck$b Goedele$01476368 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910794822003321 996 $aDeaf epistemologies, identity, and learning$93690976 997 $aUNINA