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Immigrant Deaf Students of Color: Navigating Discourses in U.S. Deaf Education
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
The number of immigrant deaf students of color (IDSOC) continues to grow each year but teachers of the deaf are not prepared for the cultural and linguistic diversity in their classrooms (Cannon & Luckner, 2016). The present study explores the experiences of IDSOC with intersectional identities in U.S. deaf education through discourse analysis from the perspective of raciolinguistics. Using qualitative case studies including interviews, school observations, and student essays, preliminary findings suggest that discourse negotiations and tensions may be related to differences in race and language use. These results have important implications for imagining better possibilities for academic sense-making that would be generative and just for IDSOC.