Applying Critical Race and Language Theory (LangCrit) in Deaf Education using a Multilingual/Multimodal Approach

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Literacy Process and Deaf Protagonism

Abstract

The changing demographics are demanding for critical race pedagogy and multilingualism for the Deaf education. From my personal experiences of racialized identities and as an intersectionally Deaf educator of Color myself, I am proposing to utilize a different CRT framework, Critical Race and Language Theory (“LangCrit”, Crump 2015) and to reframe it in the field of Deaf education. This paper will navigate through several sections that will guide an intersectional framework for multilingual/multimodal Deaf education. While focusing on the K-12 education in the U.S., the topic of this paper will illustrate some of possible impacts of deaf education and multilingual/multimodal approach that can shape the future of each Deaf, DeafBlind, DeafDisabled and Hard of Hearing individual.

Author

• Rezenet Moges, California State University - Long Beach