A Black Deaf Woman’s Reflections on Peace Corps Deaf Education

• In Event: Intersectionalities

Abstract

The goal of this pilot qualitative interview study is to investigate the intersectional experiences of one signing Black Deaf woman who served as a Peace Corps deaf education teacher volunteer. This study adopted García-Fernández’s (2023) Deaf-Latinx Critical Theory in education as a theoretical framework based on its tenets of (1) intersectionality; (2) challenging of dominant ideologies; (3) signed storytelling and story preservation; and (4) consciousness raising. The theoretical framework allowed for the centering of one signing Black Deaf woman as she recounted in American Sign Language her encounters with–and subsequent challenging of–dominant ideologies that have oppressed deaf people in the Peace Corps and its partnering host countries.

Author

• Nicole Mapp, University of California - Santa Barbara