通过认可——全纳教育背景下聋儿的道德斗争语言

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Deafness & Education International Pub Date : 2019-03-28 DOI:10.1080/14643154.2018.1561783
P. Kermit
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引用次数: 9

摘要

认识概念的批判理论方法强调黑格尔的概念,即道德动机的斗争,以获得可以被表征为真实的身份。本文以“争取认同”的概念、欧文·戈夫曼的“传递”概念和语言学的跨学科概念为理论出发点。本文介绍了两项实证研究的数据——其中一项是对聋哑学校中植入人工耳蜗的儿童进行研究,另一项是对正常听力的儿童进行研究。数据显示,主流幼儿园和学校里的失聪儿童经常表现出戈夫曼所创造的“通过”行为:他们假装听懂了,努力表现得好像他们是正常听力的,并采取一系列策略来掩盖他们在理解同龄人方面有困难。戈夫曼对死亡的研究与手头的数据相结合,以便理解死亡既是一项具有挑战性和令人筋疲力尽的活动,也是一种症状,表明聋儿在戈夫曼的意义上经历了耻辱。通过可以被理解为一种争取认可的斗争,但由于通过是一种与批判理论预设的真实身份观念相矛盾的策略,因此通过的行为可以被理解为一种道德问题,可以以各种方式展示和分析。这篇论文集中在Axel Honneth所说的“团结认知”问题上,并建议应该对儿童语言实践方式的方法论含义进行进一步的研究。
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Passing for recognition – deaf children’s moral struggles languaging in inclusive education settings
ABSTRACT Critical theoretical approaches to the concept of recognition emphasise the Hegelian concept of a morally motivated struggle to obtain an identity that can be characterised as authentic. This paper takes the concept of a struggle for recognition, Erwing Goffman’s concept of “passing”, and the cross-disciplinary concept of languaging as its theoretical points of departure. Data from two empirical studies – one of children with cochlear implants in a school for the deaf and one of these children languaging with typically hearing peers – are presented. The data show that the deaf children in the mainstream kindergarten and school frequently display the behaviour that Goffman coined passing: they pretend to understand, strive to appear as if they were typically hearing, and deploy a range of strategies designed to conceal that they have trouble understanding their peers. Goffman’s work on passing is combined with the data at hand in order to understand passing both as a challenging and exhausting activity and as a symptom indicating that the deaf children experience stigma in Goffman’s sense. Passing can be understood as a struggle for recognition, but since passing is a strategy at odds with the idea of an authentic identity presupposed in Critical Theory, behaviours of passing might be understood as a moral problem that can be displayed and analysed in various ways. The paper concentrates on questions of what Axel Honneth calls “solidary recognition” and suggests that the methodological implications of the way that children’s languaging practices are approached should be subjected to further investigation.
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
期刊最新文献
Accessible practices and accommodations during lectures for students who are deaf or hard of hearing in higher education The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry Immigrant deaf students in the United States: Linguistic injustices brought to light Applying relational autonomy in US special education: Educators’ role in supporting parents’ decisions for deaf or hard-of-hearing children The technology or the child? Moving beyond technological fixes in deaf education in India and elsewhere
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