Dissertations / Theses on the topic 'Deaf Education Victoria History'
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1
Nover, Stephen Michael. "History of language planning in deaf education: The 19th century." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.
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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.
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Smith, Geoffrey M. "Sight and sound: The history of deaf education in Western Australia." Thesis, Smith, Geoffrey M (2019) Sight and sound: The history of deaf education in Western Australia. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/45694/.
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This thesis looks at Deaf education in Western Australia from the late 19th century. It argues that the impact of various factors such as developments in auditory amplification and assistive technology, changing educational pedagogies and in attitudes among the Deaf community, interacted over the years to significantly influence the manner in which Deaf and Hard of Hearing (D/HH) children have been educated in Western Australia. The concept of audism will be discussed which, while evident throughout much of the educational period under consideration, tended to be of a positive nature, with the aim of achieving academic, communicative and social competence to enable successful post-school life in a hearing world by D/HH students.
In Western Australia, most D/HH education has revolved around the WA School for Deaf Children. From its beginning, the school embraced the combination method with the aim of developing communicative competence in its students. In 1967, the Telethon Speech and Hearing Centre was established also having a significant place in the history of Deaf education in Western Australia. Although taking a different approach to the educational instruction of D/HH children, TSH demonstrated an equal commitment to high educational outcomes for its students. By the 1980s, accepted pedagogy in terms of the education of the D/HH saw many students mainstreamed, with the resulting downsizing of residential institutions. The process of mainstreaming along with rapidly developing amplification technology and parental expectations required a reappraisal of the manner in which D/HH children were taught.
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Crickmore, Barbara Lee. "An historical perspective on the academic education of deaf children in New South Wales 1860s - 1990s." Diss., Connect to this title online, 2000. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20030228.130002/index.html.
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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.
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Perreault, Stéphane-D. "Intersecting discourses : deaf institutions and communities in Montreal, 1850-1920." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82944.
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Before 1920, the deaf of Montreal share with their counterparts elsewhere a common experience of residential schooling and training in manual trades, which introduced them to other deaf people and led to their socialising. In countries such as France and the United States in the latter half of the nineteenth century, the deaf were encouraged to be active members of political and social movements. There was no such activism evident in the deaf of Montreal. At the end of the nineteenth century, a deaf culture was visible in the U.S. and France, but despite the presence of three schools for the deaf in Montreal, no such culture seems to have existed at that time.Deaf education in Montreal was carried out according to recognised teaching methods, and its teachers were part of a network of educators of the deaf abroad. Local influences unique to Montreal, such as religion and budding national and linguistic pride, however, changed the experience of both educators and the deaf. The bilingual character of the city, as well as the existence of two main Christian religions gave deaf life a different flavour. Historical narratives of deaf oppression at the hands of hearing educators common in France and the United States do not apply to the Montreal experience.
In many ways, deaf associative life in Montreal depended on the involvement of hearing educators. Experiences were different for Catholics and for Protestants, as well as for men and for women. The most prominent deaf association was made up of Catholic men, who joined an alumni association, the Cercle Saint-Francois-de-Sales, and started a newspaper destined not only for deaf Catholic men and women, but also for a readership consisting of the hearing. Their association also developed support networks for those deaf who suffered from economic and social disadvantage.
This association took on much of the ideological character of French-Canadian society, and was supported by the Catholic clergy. Its national and religious character was paramount and welcomed all members of the deaf family, which extended beyond audiological deafness to anyone interested in the deaf. Rather than participating in the deaf discourse in the United States or France, this association took on characteristics of the greater French-Canadian Catholic cultural group of which it was a part.
This thesis examines the conditions that led to these differences in the Montreal deaf experience between 1880 and 1920. It is concerned with the emergence of deaf networks of sociability and solidarity connected with Montreal's schools for the deaf and how such networks were made possible by the involvement of their educators. By examining the intellectual, religious, and national elements that gave rise to these deaf networks, this work aims at understanding the social dynamics steering Quebec society at the turn of the twentieth century.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
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Madsen, Britania. "Hidden in Plain Sight: Black Deaf Education and the Expansion of the Carceral State." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619128044814797.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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Wang, Chao, and 王超. "Sign language and the moral government of deafness in antebellum America." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211119.
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Many Deaf people today consider themselves a linguistic minority with a culture distinct from the mainstream hearing society. This is in large part because they communicate through an independent language——American Sign Language (ASL). However, two hundreds years ago, sign language was a “common language” for communication between hearing and deaf people within the institutional framework of “manualism.” Manualism is a pedagogical system of sign language introduced mainly from France in order to buttress the campaign for deaf education in the early-19th-century America. In 1817, a hearing man Thomas Hopkins Gallaudet (1787-1851) and a deaf Frenchman Laurent Clerc (1785-1869) co-founded the first residential school for the deaf in Hartford, Connecticut. These early manualists shaped sign language within the evangelical framework of “moral government.” They believed that the divine origin of signs would lead the spiritual redemption of people who could not hear. Inside manual institutions, the religiously defined practice of signing, which claimed to transform the “heathen deaf” into being the “signing Christian,” enabled the process of assimilation into a shared “signing community.” The rapid expansion of manual institutions hence fostered a strong and separate deaf culture that continues to influence today’s deaf communities in the United States. However, social reformers in the mid-nineteenth century who advocated “oralism” perceived manualism as a threat to social integration. “Oralists” pursued a different model of deaf education in the 1860s, campaigning against sign language and hoping to replace it entirely with the skills in lip-reading and speech. The exploration of this tension leads to important questions: Were people who could not hear “(dis)abled” in the religious context of the early United States? In what ways did the manual institutions train students to become “able-bodied” citizens? How did this religiously framed pedagogy come to terms with the “hearing line” in the mid 19th century? In answering these questions, this dissertation analyzes the early history of manual education in relation to the formation and diffusion of religious governmentality, a topic that continues to influence deaf culture to this day.published_or_final_version
Modern Languages and Cultures
Master
Master of Philosophy
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Hazelwood, Jennifer University of Ballarat. "A public want and a public duty [manuscript] : the role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12800.
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Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.Doctor of Philosophy
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Hazelwood, Jennifer. "A public want and a public duty [manuscript] : the role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880." University of Ballarat, 2007. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14635.
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Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.Doctor of Philosophy
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Domfors, Lars Åke. "Döfstumlärare - specialpedagog - lärare för döva och hörselskadade : en lärarutbildnings innehåll och rationalitetsförskjutningar." Doctoral thesis, Örebro universitet, Pedagogiska institutionen, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-20.
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(Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program). This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s. Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed. A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism. It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.
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Domfors, Lars Åke. "Döfstumlärare - specialpedagog - lärare för döva och hörselskadade. : En lärarutbildnings innehåll och rationalitetsförskjutningar." Doctoral thesis, Örebro University, Department of Education, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-20.
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Domfors, Lars-Åke (2000): Döfstumlärare – specialpedagog – lärare för döva och hörselskadade. En lärarutbildnings innehåll och rationalitetsförskjutningar
(Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program).
Örebro Studies in Education 1, 304 pp. Örebro ISBN 91-7668-252-8.
This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s.
Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed.
A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism.
It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.
Keywords: Teacher of the Deaf, educational history, research on teacher education, rationalities, symbolic interactionism.
Lars-Åke Domfors, Department of Education, Örebro University,
SE-701 82 Örebro, Sweden
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Souza, Verônica dos Reis Mariano. "Gênese da educação dos surdos em Aracaju." Programa de Pós-Graduação em Educação da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/10553.
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Este trabalho é o resultado de uma pesquisa histórico-social e de entrevistas, desenvolvidas para apreender a genealogia educacional dos surdos de Aracaju,produzindo uma contribuição pioneira para a historiografia da educação em Sergipe. Para sua realização, foi necessário superar o silêncio da academia a respeito deles,apesar de a surdez ser assunto na imprensa de Sergipe desde a segunda metade do século XIX, quando Tobias Rabello Leite, natural desse estado, divulgou, no Jornal do Aracaju, várias notícias do Imperial Instituto dos Meninos Surdos-Mudos, sediado no Rio de Janeiro, a primeira instituição brasileira do gênero. Tobias Leite foi seu primeiro diretor e desenvolveu um importante e original trabalho na área da surdez, durante a parte mais produtiva de sua vida, o que o faz merecedor de uma atenção especial neste estudo. Também as leis que trataram dos problemas da surdez e suas implicações, individuais e sociais, foram estudadas e, ainda, os diagnósticos médicos nos processos judiciais de interdições e curatela, cujas decisões sempre foram desfavoráveis aos surdos. Foram analisadas, então, as posições e perspectivas referentes à educação e assistência aos surdos, da sociedade e de políticos, concentrando-se no trabalho do Senador Carvalho Neto, que apresentou, em 1921, projeto de lei importante ao Congresso Nacional, apesar de malsucedido, e de Antônio Garcia Filho, que desempenhou um papel muito importante na área estudada. Por fim, foram abordadas as iniciativas pioneiras na educação de surdos, em Sergipe, destacando o Centro de Reabilitação Ninota Garcia, inaugurado em 1962, e as primeiras turmas especiais de alunos surdos, implantadas década 1980, da rede pública de ensino. Os dados coletados permitiram uma visão da grade curricular, dos recursos utilizados e da rotina escolar, como também das ideologias predominantes na formação de professores e, finalmente, as percepções e vivências de todos os atores envolvidos, docentes e discentes, quanto às metodologias utilizadas. Foi comprovada a incapacidade da escola para educar o surdo nos moldes convencionais, devido a sua vocação para a permanência dos processos pedagógicos, sendo constatado que a LIBRAS (Língua Brasileira de Sinais) é o recurso inicial necessário para a verdadeira emancipação dos surdos e sua inclusão social.
Salvador
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Neves, Gabriele Vieira. "Educação de surdos em Caxias do Sul de 1960 a 2010 : uma história escrita por várias mãos." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/586.
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Ao longo da história, foi negado aos surdos o direito de se comunicarem e de serem educados em sua língua natural: a Língua de Sinais. Essa impossibilidade de serem educados em uma língua que lhes fosse acessível, ora os colocou às margens dos processos formais de educação, ora os submeteu a instituições, que visavam a apagar sua diferença, numa busca constante de transformar o surdo em alguém que ouve e fala, ou seja, em alguém de acordo com os padrões de normalidade vigentes. Entretanto, práticas de resistência ao poder normalizador foram constantes em todos os períodos e se constituíram como condição de possibilidade para a emergência de outros discursos sobre a surdez, desvinculados da visão patológica. Olhando para esse panorama histórico geral da educação de surdos, a problemática de pesquisa partiu da seguinte questão: como ocorreu o processo educacional dos surdos em Caxias do Sul de 1960 a 2010? Essa questão mais abrangente me levou a muitas outras, tais como: que pressupostos e objetivos estiveram subjacentes às práticas educacionais voltadas aos surdos no referido período? De que forma os surdos percebem os processos educacionais do qual fizeram parte? Que estratégias desenvolveram para se posicionarem diante do poder instituído transformando a resistência em condição de possibilidade para a emergência de outros discursos no campo educacional? Que outras instituições ou espaços contribuíram para o processo formativo dos surdos? Nesse sentido, o objetivo do estudo é investigar o processo histórico da educação de surdos no Município de Caxias do Sul, entre os anos de 1960 e 2010. Utilizei como método a História Oral, realizando entrevistas com surdos que estudaram e trabalharam na Escola Helen Keller no referido período. As entrevistas foram filmadas e traduzidas da Língua de Sinais para a Língua Portuguesa. Posteriormente, analisei-as tendo como referencial teórico os estudos de Michel Foucault sobre a história, a invenção da normalidade, os dispositivos disciplinares e de segurança. Além das narrativas de surdos, utilizei como fonte decretos de criação da escola, correspondências, livros de atas, projetos pedagógicos e fotografias. Como resultados da pesquisa, destaco que, em Caxias do Sul, seguiu-se a mesma tendência do restante do País: começou-se em 1960 com o atendimento clínico, voltado à oralização do surdo e, gradualmente, foi-se passando ao atendimento propriamente pedagógico.Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T17:34:06Z No. of bitstreams: 1 Dissertacao Gabriele Vieira Neves.pdf: 8175110 bytes, checksum: 38162386b1573947777961547395ea2f (MD5)
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Throughout history, deaf people have been denied the right to communicate and to receive education in their natural language, the Sign Language. This impossibility to be educated in an accessible language, either left them out of the formal education system, or submitted them to institutions which intended to ignore their difference, in a continuous search for transforming them into people who hear and speak, in other words, people in accordance with the current standards of normality. However, experiences of resistance to the disciplinary power were frequent throughout all periods and established the possibility of emergence of other discourses on deafness, different from the pathological perspective. Watching this general historical outlook of the deaf education, the scientific matter started by this issue: how did the education process of deaf people happen from 1960 to 2010? This comprehensive issue induced me to many other questions, such as: which assumptions and objectives were underlying the educational practices of deaf people during this period? How do deaf people realize the education process they attended? Which strategies did they develop to take a position against the established power, in order to set the resistance as the possibility of emergence of other discourses in education field? Which other institutions and places contributed to the education process of the deaf? In this way, this study aims to inquire about the historical process of deaf education in the city of Caxias do Sul, from 1960 to 2010. I used the Oral History method, interviewing deaf people who studied or worked at Helen Keller School at this time. The interviews were shot and translated from Sign Language to Portuguese. After that, I analyzed them based upon Michel Foucault´s studies about history, the invention of normality, and the agencies of discipline and security.Besides the narratives of the deaf, I used as source the foundation decrees of the school, mail, minute books, pedagogical plans and photographs. I underline, as results of the research, that in Caxias do Sul there was the same trend as in the rest of Brazil: the education of deaf people started in 1960 as clinical care, emphasizing the oralism and the speech therapy, and, gradually, it became a real pedagogical approach.
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Di, Franco Marco Aurelio Rocha. "Esportes surdos na constituição do ser social : o resgate histórico sob a perspectiva da educação ambiental." reponame:Repositório Institucional da FURG, 2014. http://repositorio.furg.br/handle/1/6085.
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Objeto de reflexões, discussões, conflitos e estudos, a inclusão social dos surdos é um complexo fenômeno que engloba questões de diversos cunhos (morais, conceituais, legais, entre outros). Sendo o esporte uma ferramenta de inserção social, os surdos percebem naturalmente que houve grande contribuição das práticas esportivas no processo de organização e de transformação subjetiva destes indivíduos. Sob o olhar da Educação Ambiental, é possível afirmar que o esporte serviu como instrumento de modificação ambiental no sentido social e das subjetividades dos surdos, atingindo âmbitos políticos e sociais e, ainda, pode ser utilizado como recurso para ações futuras de educação ambiental. Neste contexto, a Confederação Brasileira de Desportos de Surdos (CBDS) é uma instituição de incomensurável importância para os surdos no Brasil, porém sua história não está registrada oficialmente, nem é completamente conhecida. Por isto, este estudo do tipo qualitativo descritivo foi realizado, por meio de entrevistas e coleta de documentos e materiais impressos, e buscou resgatar a história dos esportes surdos e da CBDS, demarcando os principais acontecimentos e a participação dos surdos em eventos nacionais e internacionais, bem como identificar as contribuições sociais do esporte na vida dos surdos que participam da CBDS e avaliar a importância do esporte como meio de inserção dos surdos nas suas comunidades e associações. Foram entrevistados o fundador e o primeiro presidente da Confederação e as informações foram analisadas pelo método de análise qualitativa de conteúdo. Concluiu-se que a CBDS passou por um processo de fundação de aproximadamente 30 anos, desde que surgiu a necessidade de haver um órgão que reunisse os surdos na prática de esportes competitivos em nível nacional e internacional. Participaram desta história diversas pessoas, mas as mais importantes foram, de fato, Sentil Dellatorre e Mário Júlio Pimentel. Esta história foi responsável por modificar a subjetividade dos surdos, impelindo-os a assumir posturas autônomas e de protagonistas da própria história, o que se refletiu em diversos outros movimentos surdos por causas grandes, como a oficialização da sua língua, a LIBRAS, e a consolidação de sua cultura.
Object of reflections, discussions, conflict, and studies, social inclusion of deaf people is a complex phenomenon which encompasses issues from several features (moral, conceptual, legal, among others). Being the sport a tool for social integration, of course, the deaf realize that there was great contribution of sports practices in the organization and transformation of these individuals' subjective process. Under the gaze of Environmental Education, it is clear that the sport served as an instrument of environmental change in the social sense and subjectivities of the deaf, reaching political and social spheres and can still be used as a resource for future environmental education. In this context, the Brazilian Confederation of Sports for the Deaf (CBDS) is an institution of immeasurable importance to the deaf in Brazil. However, its history is not officially registered nor fully known. Therefore, this descriptive and qualitative study was conducted through interviews, and collecting documents and printed materials; and its aim is to rescue the history of sports for the deaf and of CBDS, marking the major events of the deaf and participation in national and international events, to identify the social contributions of the sport in the lives of deaf people who participate in CBDS, and to evaluate the importance of sport as a means of integration of deaf people in their communities and associations. The founder and first president of the Confederation were interviewed and the information was analyzed by the qualitative content analysis method. It was concluded that CBDS had been through a 30-year process of foundation, since there was the need of having an organization that would gather all deaf people in the national and international practice of sports. Many people have taken part in that history, but the most important ones were Sentil Dellatorre and Mário Júlio Pimentel. That history changed the subjectivity of the deaf people, in a way that they assumed autonomous and leading attitudes towards their own history. Thus, that also reflected in many others deaf movements for big causes, such as the recognition of their language, LIBRAS, and the consolidation of their culture.
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Olsson, Claes G. "Omsorg & kontroll : En handikapphistorisk studie 1750-1930. Föreställningar och levnadsförhållanden." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32905.
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The aim of the present dissertation is to investigate attitudes toward individuals suffering from functional disorders or categorized as disabled and the conditions under which they have lived. The present author applies an historical perspective and identifies three significant turning points: the end of the eighteenth century and beginnings of the nineteenth and twentieth centuries. The terms ”care” and ”control” reflect the complexity and conflict inherent in the perception and handling of these individuals. In the first period, folklore helped both explain and shape the way people apprehended infants born with functional disabilities or whose mental or physical developmet was aberrant. The inroads made by science during the eighteenth century helped combat these notions with knowledge and information. Upon ”discovering” the handicapped, the advocates of science identified them as an untapped source of labor. All that was needed was a conscientious upbringing and education. As a consequence, and with the blessings of the state and private charitable institutes, an increasing number of experts assumed parental obligation, thereby initiating a comprehensive institutionalization. The second period is epitomized by the founding of the first special needs school in Sweden, the National Institute for the Blind and Deaf-Mute in Stockholm in 1809. The actions of individuals like the energetic Per Aron Borg and the blind woman Charlotta Seuerling´s desire to receive a better education were small events with major significance. The diverging views of politicians and teachers on the form and content of lessons, which can be boiled down to a matter of theoretical knowledge versus practical vocational training, are also discussed. In the third period I focus on the increased control to which individuals with functional disabilities, specifically the vision-impaired and blind, were subjected at the outset of the twentieth century. Beginning in 1903, a countrywide inspection tour visited the blind in their homes. The inspectors were given the dual task of offering concrete support to the blind and look into their abilities to support themselves and live socially-approved, moral lives. It was an invasion of privacy with good intentions. The accumulated results showed that only a small number of individuals were able to support themselves in the trades they had acquired at blind school. Most continued to be dependent on relatives, social services and charitable donations.
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Vilela, Cristiano das Neves. "Gênese da educação de surdos em Delmiro Gouveia." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/4774.
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The purpose of this research is to investigate the genesis of deaf education in Delmiro
Gouveia, state of Alagoas. This is a historical research based on the assumptions of Cultural
History and Identity and Cultural Studies and covers a time frame between 1981 and 2005.
Delmiro Gouveia is a city with a unique industrial history and inherited its name from the
pioneer in the energy production with São Francisco river waters. Also, by its geographical
location in the state's limits, this is the farthest city from the capital and where, consequently,
the Brazilian Sign Language (Libras) took longer to be known. We seek to discuss the issue of
deafness in the Brazilian sertão based on the first institution to meet deaf in the extreme sertão
of Alagoas: the Association of Parents and Friends of Exceptional People (APAE) of Delmiro
Gouveia, founded in 1981. Data collection was conducted based on documentary research and
semi-structured interviews with deaf people, their parents and teachers. We analyze their
practices and track which representations about the deaf and deafness were usually
constructed and accepted. We showed the actors who participated in the deaf schooling, how
they learned Libras in the sertão and how the particular language needs of deaf people were
seen in their families and institutional environment. We concluded that activities in APAE did
not meet the linguistic and educational needs of the deaf students; that Libras' introduction in
Delmiro Gouveia occurred in 1998 through the social worker Elias; and that social
representations about deaf people in the observed period relate to the stereotypes associated
with a medicalized view of deafness and legitimized speeches that considered deaf people as
disabled, aggressive, inefficient and hampered by being born in the sertão. Thus, we intend to
contribute to the educational history of the deaf in Alagoas and in the Brazilian Northeast,
which is still lacking this kind of investigation.O objetivo desta pesquisa é investigar a gênese da educação de surdos em Delmiro Gouveia, estado de Alagoas. Trata-se de uma pesquisa histórica baseada nos pressupostos da História Cultural e dos Estudos de Identidade e Cultura e abrange um recorte temporal entre 1981 e 2005. Delmiro Gouveia é uma cidade com um peculiar histórico industrial, que herdou o nome do pioneiro na produção energética a partir das águas do Rio São Francisco. Também, por sua localização geográfica nos limites do estado, trata-se da cidade mais distante da capital e onde, consequentemente, a Língua Brasileira de Sinais (Libras) demorou mais a ser interiorizada. Procuramos discutir sobre a questão da surdez no sertão a partir da primeira instituição a atender surdos no alto sertão alagoano: a Associação de Pais e Amigos dos Excepcionais (APAE) de Delmiro Gouveia, fundada em 1981. A coleta de dados foi realizada a partir de pesquisa documental e entrevistas semiestruturadas com surdos, pais e professores. Buscamos analisar suas práticas e verificamos quais representações acerca dos surdos e da surdez foram usualmente construídas e aceitas. Evidenciamos os atores que participaram no processo de escolarização dos surdos, como aprenderam Libras no sertão e de que forma as necessidades linguísticas peculiares aos sujeitos com surdez foram percebidas no ambiente institucional e na família. Concluímos que as atividades na APAE não correspondiam às necessidades linguísticas e educacionais dos surdos; que a introdução da Libras em Delmiro Gouveia ocorreu a partir de 1998 por intermédio da assistente social Elis; e que as representações sociais acerca dos surdos no período observado relacionam-se a estereótipos associados a uma visão medicalizada da surdez e legitimaram discursos que os consideravam como deficientes agressivos, incapazes e prejudicados por terem nascido no sertão. Dessa forma, pretendemos contribuir para a historiografia educacional dos surdos em Alagoas e no Nordeste, ainda carente de trabalhos dessa natureza.
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ROCHA, SOLANGE MARIA DA. "ANTITHESIS, DYADS, DICHOTOMIES IN THE GAME BETWEEN MEMORIES AND INVISIBILITIES PRESENT AT THE NARRATIVES ABOUT THE HISTORY OF DEAF EDUCATION: A LOOK AT THE INSTITUTO NACIONAL DE EDUCAÇÃO DE SURDOS (1856/1961)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13970@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREste trabalho buscou identificar os efeitos de narrativas dicotomizadas para a história da educação de surdos, tendo como campo de investigação o Instituto Nacional de Educação de Surdos. Apresento uma análise de como o Instituto vem sendo narrado pela produção bibliográfica que se consolidou no campo da educação de surdos, a partir dos anos noventa. A década de 1950, por exemplo, é apresentada, por esses autores, no âmbito estrito do debate linguístico – entre os defensores do ensino através da língua de sinais e os defensores do ensino através da língua oral – de modo antitético e em defesa do ensino através dos sinais. Este percurso de narrativa crítica vem assumindo uma perspectiva de história-tribunal numa lógica de opressores (ouvintes/oralistas) versus oprimidos (surdos/gestualistas). Alguns pioneiros da educação de surdos, dentre eles o francês Jean-Marie Gaspard Itard (1755-1838), são apresentados hoje como anacrônicos em seus tempos por não corresponderem às idéias desse corpo teórico. Considero que a centralidade que essas críticas vêm assumindo opera inúmeros apagamentos e compromete a percepção das interações do campo com o da educação geral. Para a investigação, foram utilizadas fontes de natureza documental e iconográfica além de entrevistas. A compreensão dos processos de memória e história se apoiou, principalmente, em Halbwachs (2006), Le Goff (2003) e Duby (1993) . O estudo apontou que não foi a educação de surdos que não dialogou com a educação regular ou com as políticas nacionais. O que não tem havido é pesquisa sobre esses diálogos.
This work tried to identify the effects of dichotomized narratives to the history of deaf education, having as the field of investigation the National Institute for Deaf Education (Instituto Nacional para Educação de Surdos: INES). An analysis of how the Institute has been narrated in the bibliographic production about deaf education since the nineties is carried out and in it there is an opposition between those who maintain the teaching through the Brazilian sign language and those who defend the oral language, in an antithetic way and with a clear defense of the teaching through the sign language. This route of such a critical narrative has assumed a court-history perspective, in an oppressor logic (listeners/oralists) versus oppressed (deaf/gesture adapters). Some pioneers on deaf education, such as the French Jean-Marie Gaspard Itard (1755-1838), are considered anachronic in their times for not corresponding to such nowadays theoretical formulations. I consider that the centrality that these critics have reached causes innumerable invisibilities that affect the perception of the interactions between the field of deaf education and of general education. For this investigation, besides official documents, interviews and letters have been used as research resources. The comprehension about the processes was based on Halbwachs (2006), Le Goff (2003) and Duby (1993). The present study pointed out that it wasn’t the deaf education which hasn’t dealt with the regular education or national politics. We lack research about these dialogues.
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Rowbottom, Andrea. "The fine art of advertising and education, how is a deaf secondary school student's interpretation and understanding of the works of the masters, in advertising a reflection of his/her art history experience?"." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28157.pdf.
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Santos, Juliana de Brito Marques dos. "Era uma vez...um chapeuzinho, seis surdos, seis histÃrias." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3041.
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nÃo hÃEste trabalho tem como objetivo a investigaÃÃo da singularidade da escrita dos surdos, observando e analisando como a histÃria de vida de cada um influencia no portuguÃs escrito. Para a realizaÃÃo da pesquisa, foram analisados os textos escritos e reescritos da histÃria Chapeuzinho Vermelho, produzidos por seis alunos surdos, da 7Â. sÃrie, do Instituto Cearense de EducaÃÃo de Surdos, com o intuito de observar as caracterÃsticas individuais presentes nos textos de cada um dos sujeitos. AlÃm da coleta dos textos, que ocorreu, respectivamente, em maio e novembro de 2005, foram realizadas trÃs entrevistas, todas com o auxÃlio de um intÃrprete. A primeira, direcionada por meio de um questionÃrio, ocorreu em maio de 2005; e as duas Ãltimas, uma nÃo estruturada e outra semi-estruturada, ocorreram em novembro de 2005. As entrevistas tiveram como objetivo coletar dados sobre a histÃria de vida dos sujeitos, suas vivÃncias na escola e na famÃlia, suas opiniÃes sobre a importÃncia e o uso da lÃngua portuguesa e da LIBRAS etc. As informaÃÃes, obtidas nas entrevistas, foram comparadas com a anÃlise das caracterÃsticas dos textos dos sujeitos, procurando observar como a histÃria de cada um pode estar presente em seus discursos, posto que acreditamos ser o desempenho na escrita um reflexo de sua formaÃÃo discursiva. Para a realizaÃÃo desta pesquisa, foi assumida a concepÃÃo sÃcio-interacionista da linguagem, corroborando com Vygotsky e de Bakhtin. AlÃm de revisitar os preceitos destes cÃlebres autores, tambÃm apresento neste estudo um breve histÃrico da educaÃÃo dos surdos e algumas caracterÃsticas da LIBRAS, por compreender serem estes alguns dos fatores que influenciam a escrita dos surdos.
The objective of this paper is to investigate the singularity of deaf studentâs writing, observing and analyzing on how their life story influences on their written Portuguese. The research was based on the analysis of the texts that were written an rewritten about the fairytale of Little Red Riding Hood, written by six deaf students, of the 7th grade, that study at the Instituto Cearense de EducaÃÃo de Surdos (ICES), with the objective of observing the individual characteristics present in each texts of written by the six students. Besides the collection of the texts, in May and November 2005, there were carried out three interviews, all of them made with the help of an interpreter. The first interview was made through a questionnaire, in May 2005; the second one was structured, and the other was semi-structured, both were made in November 2005. The objective of the interviews sere to collect data on the life story of the six students subjects, and also on their experiences in the school and with their families, and their opinion on the importance of the use of Portuguese language and of LIBRAS (Brazilian Sign Language). The data collected in the interviews, was compared with the analysis of the characteristics of the studentâs text, trying to observe how their life story could be present in their writing, as we believed that the act of writing is a reflex of our discursive formation. This research, was carried out based on the social-interactive of the language, agree with the studies of Vygotsky and Bakhtin. Besides the review of great researchers Vygotsky and Bakhtin, I also present in this study a brief history deaf education and some characteristics of the LIBRAS (Brazilian Sign Language), as I agree these are some of the factors that influence the writing of the deaf.
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Seixas, Catharine Prata. "O Instituto Nacional de Educação de Surdos e a formação de professores para surdos em Sergipe (1959-1961)." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4645.
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This study analyzes the training for teachers of deaf people in Sergipe in the years 1959 to 1961, seeking to know the pedagogical practices that guided the Specialization Course for Teachers of Deaf, sponsored by the National Institute for Deaf Education. For the production of this work, we followed the precepts of Cultural History, articulated to the concepts of memory, collective memory, writing, history and culture, in order to relate them to the researched sources: laws, class record books, minutes, curricula, textbooks, annals. Among the various bibliographic references used, we can highlight the following authors regarding the explored theoretical framework: Mazzota (2005), Jannuzi (2006), Rocha (2009), Souza (2009), Soares (1996, 2005) and Souza (2007). The aim of this study is to insert, in Sergipe educational historiography, aspects of the educational history of deaf, and specifically the history of the training for teachers of deaf people.O presente estudo analisa a formação dos professores de surdos em Sergipe nos anos de 1959 a 1961, buscando conhecer as práticas pedagógicas que nortearam o Curso de Especialização de Professores para Surdos, promovido pelo Instituto Nacional de Educação de Surdos. Para a produção desta dissertação, seguimos os preceitos da História Cultural, articulados aos conceitos de memória, memória coletiva, escrito, história e cultura, a fim de dialogarmos com as fontes pesquisadas: leis, diários de classe, atas, planos curriculares, manuais, anais. Dentre os diversos referenciais bibliográficos utilizados, pode-se evidenciar os seguintes autores quanto ao referencial teórico explorado: Mazzota (2005), Jannuzi (2006), Rocha (2009), Souza (2009), Soares (1996, 2005) e Souza (2007). Pretende-se, com esse estudo, inserir, na historiografia educacional sergipana, aspectos da história educacional do surdo, e especificamente da história da formação de professores de surdos.
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Parsons, Thad. "Science collection, exhibition, and display in public museums in Britain from World War Two through the 1960s." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:16cadaac-fb44-4edf-9063-d6ee6a9ffd09.
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Science and technology is regularly featured on radio, in newspapers, and on television, but most people only get firsthand exposure to ‘cutting-edge’ technologies in museums and other exhibitions. During this period, the Science Museum was the only permanent national presentation of science and technology. Thus, it is important to acknowledge the Museum’s history and the socio-political framework in which it operated. Understanding the delays in the Museum’s physical development is critical, as is understanding the gradual changes in the Museum’s educational provision, audience, and purpose. While the Museum was the main national exhibition space, the Festival of Britain in 1951 also provided a platform for the presentation of science and technology and was a statement of Britain’s place within the new post-War world. Specifically, within its narrative, the Festival addressed the relationship between the arts and the sciences and the influence of science and technology on daily life. Another example of the presentation of science was the quest for a planetarium in London - a story that involves the Science Museum, entrepreneurs, and Madame Tussauds. Comparing the Museum’s efforts with successful planetarium schemes isolates several of the Museum’s weaknesses - for example, the lack of consistent leadership and the lack of administrative and financial freedom - that are touched on throughout the work. Since most of this history is unknown, this work provides a fundamental basis for understanding the Museum’s current position, for making connections and comparisons that can apply to similar problems at other institutions, and for learning lessons from the struggles that can, in turn, be applied to other institutions.
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Jordan, Noel. "'Controversial art' : investigating the work of director Rosemary Myers." Connect to thesis, 2001. http://repository.unimelb.edu.au/10187/1160.
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Arena Theatre Company’s Eat Your Young is examined as an intrinsic case study. The aim is to investigate the role of a director in the creation of an original multi-media theatre production designed for young people. The study explores the current social, political and cultural position of young people and argues that they are viewed and portrayed as a marginalised “other”. The history of Arena Theatre Company is documented in relation to the development of Theatre in Education from its British roots to the Company’s current emphasis on contemporary artists exploring the possibilities of multi-art form technology. The development of multi-media usage in theatre over the past century is outlined in order to gain an understanding of Arena’s place within this technological experimentation. Utilising ethnographic methodology, including participant observation, “unstructured” interactive interviews and the construction of participant monologues, the creative rehearsal and planning process of Eat Your Young is chartered over a five month period. The outcomes of the study confirm the literature relating to the qualities of a good director: they are leadership, vision and the ability to collaborate. The metaphor chief architect is coined to describe the central figure of the director, Rosemary Myers. The case study discusses the development of a Company culture where artists work in an intensive social and interactive environment and it identifies the unique pressures and individual responsibility of the role of director.
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"Music's Role in the American Oralist Movement, 1900-1960." Master's thesis, 2017. http://hdl.handle.net/2286/R.I.46278.
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abstract: Historically, music and the experiences of deaf or hard-of-hearing (DHH) individuals have been intertwined in one manner or another. However, music has never ignited as much hope for the “improvement” of the Deaf experience as during the American oralist movement (ca. 1880-1960) which prioritized lip-reading and speaking over the use of sign language. While it is acknowledged that the oralist movement failed to provide the best possible education to many American DHH students and devastated many within the Deaf community, music scholars have continued to cite publications by oralist educators as rationales for the continued development of music programs for DHH students.
This document is an attempt to reframe the role of music during the American oralist movement with a historical account of ways music was recruited as a tool for teaching vocal articulation at schools for the deaf from 1900 to 1960. During this time period, music was recruited simply as a utility to overcome disability and as an aid for assimilating into the hearing world rather than as the rich experiential phenomenon it could have been for the DHH community. My goal is to add this important caveat to the received history of early institutional music education for DHH students. Primary sources include articles published between 1900 and 1956 in The Volta Review, a journal founded by the oralist leader Alexander Graham Bell (1847-1922).Dissertation/Thesis
Masters Thesis Music 2017
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McGregor, Tony Landon. "Should home culture play a role in art education for Diné deaf and hard of hearing children? : a life history of coyote eyes, a Diné deaf rug weaver." 2002. http://hdl.handle.net/2152/11123.
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Joyner, Marieta Davis. "Education of deaf African Americans in Washington, DC and Raleigh, NC during the 19th and 20th centuries, through the eyes of two heroes and a shero." 2008. https://scholarworks.umass.edu/dissertations/AAI3340515.
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My dissertation, "Education of Deaf African Americans in Washington DC and Raleigh, NC, during the 19th and Early 20th Centuries, Through the Eyes of Two Heroes and a Shero," investigates the education of deaf African Americans during Reconstruction and into the twentieth century in two cities. The document includes three narratives. The first is of Douglas Craig, a loss African American deaf child who was brought to Gallaudet University in Washington, DC in the mid 1800s by a New Hampshire Senator named Aaron Cragin. The child later became an employee who was often referred to as a “jack of all trades.” Craig was admired and loved by many until his death in 1936 which is reflected in the street named in his honor on the campus. The other two narratives tell the stories of Effie Whitaker and Manuel Crockett of Raleigh North Carolina, both hearing, both graduates of Hampton Institute, and educators who taught at the first known school for deaf and blind African American students in the United States. Their commitment to teaching greatly enhanced the quality of life for many students. The three stories demonstrate how political, social, race and economic conditions were very much intertwined with the segregated education system before the 1954 Brown v Board of Education case. In addition to the narratives, I briefly note the 1952 Miller v District of Columbia Board of Education case: A victory that integrated the Kendall School in Washington, DC, which was, and still is, the most influential institution for deaf individuals in the United States. The stories about these unsung heroes and many others are rarely mentioned. However, their narratives are now a small part of a body of scholarly work that contributes to the history of one of the most understudied areas of African American education and there is much more to be done.
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McGregor, Tony Landon. "Should home culture play a role in art education for Diné deaf and hard of hearing children? a life history of coyote eyes, a Diné deaf rug weaver /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3114786.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.
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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Wakefield, Christina L. "Talking on their fingers: a study of the Ontario deaf according to the 1891 Canadian Census." Thesis, 2009. http://hdl.handle.net/1828/1606.
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This thesis examines the lives of the deaf in late nineteenth century Ontario through a statistical analysis of a dataset from the 1891 Canadian Census. I examine the characteristics of the deaf as compared to the hearing population of Ontario in terms of age, sex, marital status, occupation and geographical distribution. Though there are many statistical differences between the deaf and hearing populations, I am able to show how the availability of a formal education for the deaf in the form of the Ontario Institution for the Deaf and Dumb in Belleville, Ont, had begun to minimize the effects of these differences. Education also allowed for the creation of a socially active Ontario deaf community, held together by the Ontario Deaf-Mute Association and the Ontario Mission for the Deaf.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Bak, Geert. "Negotiating Difference: Steiner Education as an Alternative Tradition within the Australian Education Landscape." Thesis, 2021. https://vuir.vu.edu.au/42217/.
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Steiner education, also known as Waldorf education, has represented a form of education “against the grain” in the Australian education landscape since its introduction as a practice in Sydney in 1957. Now with sixty schools or programs nationally, and an accredited Australian Steiner Curriculum Framework, Steiner education has shown that educational roots can be sunk into a different educational soil and can prosper. Contributing to the history of education in Australia, as well as to the contemporary understanding of educational alternatives in the Australian context, this study examines the localised development of Steiner education between the years spanning approximately 1970-2010, predominantly in Victoria. Three periods are covered, comprising a founding school phase (1970s), a second-generation Steiner school phase (1980s) and a publicly funded Steiner “streams” phase (approx. 1990 – 2010). Interviews with forty Steiner educators are drawn on, in addition to documentary sources such as school newsletters and newspaper articles, to examine the creation of six Steiner schools or programs. The thesis by publication comprises five papers – four already published and one under review – and an exegesis. Three of the papers are historical, one explores the ethical and methodological considerations stemming from the insider-outsider positioning of the researcher, and one examines the place of Steiner education in the contemporary education landscape in Australia.
The orientations of each paper draw on different elements of the methodology, including: practice theory, Gee’s D/d discourse analysis, oral history, biographical sociology, and auto-ethnography. The basis of Steiner education in an epistemology of movement, representing a foundational interest in dynamic performative discourse and concepts, in contrast to representational, static ones, represents a further red thread throughout this study. The exegesis places these papers in a broader context of debates on education and Steiner education more broadly, pulling together some of the literature and the methodological orientation as a whole. The focus for this study is firstly on the local circumstances of the creation of the schools and programs being examined, from the perspective primarily of Steiner educators involved, and secondly on the evolving external socio-political and bureaucratic contexts for these initiatives. The significance of this study lies in how it shows that while policies such as ‘choice’ may afford important opportunities for the creation of new Steiner schools and programs, they also constrain the conceptualisation of Steiner education. Secondly, it demonstrates that neoliberal approaches to education has narrowed conceptions of epistemological diversity within schooling, contributing to a glossing over of philosophical alternatives in contemporary scholarship on alternative education. Thirdly, the value of examining alternative education to highlight ideological and philosophical tensions and fault lines is shown, particularly in relation to the challenges of philosophical educational change. And finally, the case is made that contemplative inquiry, as well as philosophical and theoretical developments emphasising dynamic concepts of enactment and performance, such as socio-materialism, present helpful new framings for the notion of applied inner- life activity as recognised within Steiner education.
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Hurley, Kathleen. "The Melbourne story: an analysis of the city’s economy over the 2000s." Thesis, 2015. https://vuir.vu.edu.au/32278/.
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This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population.
This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.