The Social and Epistemological Violence of Inclusive Education for Deaf Learners

Authors

  • Kristin Snoddon School of Early Childhood Studies, Ryerson University

DOI:

https://doi.org/10.15353/cjds.v9i5.695

Abstract

This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

Author Biography

Kristin Snoddon, School of Early Childhood Studies, Ryerson University

School of Early Childhood Studies, Ryerson University

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Published

2020-12-18

How to Cite

Snoddon, K. (2020). The Social and Epistemological Violence of Inclusive Education for Deaf Learners. Canadian Journal of Disability Studies, 9(5), 185–213. https://doi.org/10.15353/cjds.v9i5.695

Issue

Vol. 9 No. 5 (2020): Disability Studies in Education—Critical Conversations

Section

Articles

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