Journal articles: 'Deaf Education Victoria History'

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Collins, M. T. "History of Deaf-Blind Education." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 210–12. http://dx.doi.org/10.1177/0145482x9508900304.

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Abbate, L. "The Deaf History Reader." Journal of Deaf Studies and Deaf Education 13, no. 4 (April 23, 2008): 562. http://dx.doi.org/10.1093/deafed/enn015.

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Lytle, Richard R., Kathryn E. Johnson, and Yang Jun Hui. "Deaf Education in China: History, Current Issues, and Emerging Deaf Voices." American Annals of the Deaf 150, no. 5 (2005): 457–69. http://dx.doi.org/10.1353/aad.2006.0009.

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Bruder, Anne. "Dear Alma Mater: Women's Epistolary Education in the Society to Encourage Studies at Home, 1873–1897." New England Quarterly 84, no. 4 (December 2011): 588–620. http://dx.doi.org/10.1162/tneq_a_00131.

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Anna Ticknor, a Boston Brahmin, founded America's first correspondence school. Hailing from across the nation, all students were women. The letters they exchanged with their instructors between 1873 and 1897 opened up flexible spaces of self-definition, encouragement, and disguise that came to mediate—and enable—a new kind of women's education in Victorian–era America.

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HUGHES, K. L., and I. MILNE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 69, no. 12 (December 1992): 325–36. http://dx.doi.org/10.1111/j.1751-0813.1992.tb09917.x.

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CHAMBERLIN, WE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 70, no. 3 (March 1993): 120. http://dx.doi.org/10.1111/j.1751-0813.1993.tb03298.x.

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Buchanan, B. "Words Made Flesh: Nineteenth-Century Deaf Education and the Growth of Deaf Culture." Journal of American History 99, no. 4 (February 15, 2013): 1241–42. http://dx.doi.org/10.1093/jahist/jas585.

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Searls, J. M. "The Visual History of Deaf America." Journal of Deaf Studies and Deaf Education 13, no. 1 (June 14, 2007): 150. http://dx.doi.org/10.1093/deafed/enm039.

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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McLay, Geoff. "Toward a History of New Zealand Legal Education." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.

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Tsegay Moges, Rezenet. "“From White Deaf People’s Adversity to Black Deaf Gain”: A Proposal for a New Lens of Black Deaf Educational History." JCSCORE 6, no. 1 (July 15, 2020): 68–99. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.68-99.

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This paper re-visits Bauman and Murray’s (2014) “Deaf Gain,” using the perspectives of Black Deaf history. Due to the enforcement of the Oral policy in U.S. educational system during 1890s through 1960s, the language transmission of American Sign Language (ASL) for many generations of White Deaf people were fractured (Gannon, 1981). During the segregation, approximately 81.25% of the Black Deaf schools maintained their signed education, which ironically provided better education than the White-only schools. Consequently, the language variation of Black Deaf people in the South, called as “Black ASL” (McCaskill et al., 2011), flourished due to the historical adversity of White Deaf experience. Thus, the sustainability of Black ASL empowered this ethnic group of American Deaf community, which I am re-framing to what I call “Black Deaf Gain” and presenting a different objective of the ontology of Black Deaf experience.

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Collett, N. G. "A history of forestry education in Victoria, 1910–1980." Australian Forestry 73, no. 1 (January 2010): 34–40. http://dx.doi.org/10.1080/00049158.2010.10676307.

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Andrews, Jean F., and Kyle Jaussi. "Teacher Education in Deafness in Appalachian Kentucky." Rural Special Education Quarterly 12, no. 4 (December 1993): 8–21. http://dx.doi.org/10.1177/875687059301200403.

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Sociocultural factors effect the learning of deaf and hard-of-hearing (deaf/hh) children. Knowledge and sensitivity to children's home culture can assist the teacher in planning effective lessons. A three year project funded by the U.S. Department of Education is described which prepared 15 teachers of deaf/hh children in southeastern Kentucky. It is suggested that teacher-preparation programs include information on the sociocultural context of the communities where its graduates will work. The needs of preservice teachers for southeast Kentucky are conceptualized into four components: (a) Appalachian history, culture, and language; (b) deafness and learning strategies; (c) deaf culture and American Sign Language; and d) main-streaming competencies. Self-reports by the 15 trainees on their progress in the program are presented along with evaluations of teaching performance by their school supervisors.

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Barron, Sandy. "“The Absolute Indifference of the Majority”: The Western Canadian Association of the Deaf and the Establishment of Deaf Education in Saskatchewan, 1923–1931." Canadian Historical Review 102, no. 2 (June 2021): 232–54. http://dx.doi.org/10.3138/chr-2019-0041.

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This article examines the role of the Western Canadian Association of the Deaf (wcad) in the establishment of the Saskatchewan School for the Deaf (ssd) from 1923–1931. Using correspondence between provincial officials, wcad figures, parents of deaf children, as well as extensive application records and contemporary deaf publications, it contributes to a growing body of historical literature that seeks to reappraise the political advocacy and agency of deaf and disabled people in Canada before the late twentieth century. This article argues that the wcad was instrumental in both forcing the government of Saskatchewan to meaningfully extend compulsory education to deaf children and youth, and in advising the governments of James Gardiner and J.T.M. Anderson on how best to establish an ssd that met many of the Association’s key cultural, linguistic, and educational demands.

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Wan, Shu. "Annetta T. Mills and the Origin of Deaf Education in China." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 84–99. http://dx.doi.org/10.15353/cjds.v10i1.730.

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As the first education institution enrolling deaf children in China, the Chefoo School for the Deaf (which will be called “Chefoo School” in the rest of this article) was originally established by the American missionary couple Charles R. Mills and Annetta T. Mills. In the first decade of the twentieth century, the Chefoo School succeeded in attracting students across the country. For investigating Mills’s contributions to the proliferation of Chinese deaf education in a transnational context, this article will consist of the following three sections. The first section primarily discusses the early history of deaf education in China before the establishment of the Chefoo School in 1898. As early as the 1840s, Chinese elites had already gained firsthand knowledge of deaf education in the United States. Around the 1870s, American and French missionaries respectively proposed to establish a specific deaf school, which took care of deaf children in Shanghai but failed to provide special education to them. And then the second section of this article will examine Mills’s efforts to seek financial support from the transnational community of deaf education. The final section of this article will switch to Mills’s agenda of localizing deaf education in China, including training native teachers fostering the proliferation of deaf education in China and providing industrial training to Chinese deaf children.

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Kemaloğlu, Yusuf Kemal. "The history of sign language and deaf education in Turkey." Turkish Journal of Ear Nose and Throat 22, no. 2 (April 30, 2012): 65–76. http://dx.doi.org/10.5606/kbbihtisas.2012.013.

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Krentz, C. "R. A. R. EDWARDS. Words Made Flesh: Nineteenth-Century Deaf Education and the Growth of Deaf Culture." American Historical Review 118, no. 2 (April 1, 2013): 512–13. http://dx.doi.org/10.1093/ahr/118.2.512.

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de Bres, Julia. "Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand." Language Teaching 42, no. 4 (October 2009): 519–24. http://dx.doi.org/10.1017/s0261444809990061.

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The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.

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Hutcheson, Philo A., John B. Christiansen, and Sharon N. Barnartt. "Deaf President Now! The 1988 Revolution at Gallaudet University." History of Education Quarterly 36, no. 3 (1996): 385. http://dx.doi.org/10.2307/369435.

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Brown, P. Margaret, and Linda J. Byrnes. "The Development and Use of Individual Learning Plans for Deaf and Hard of Hearing Students in Victoria, Australia." Deafness & Education International 16, no. 4 (January 3, 2014): 204–17. http://dx.doi.org/10.1179/1557069x13y.0000000034.

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Cain, Victoria E. M., and Adam Laats. "A history of technological hype." Phi Delta Kappan 102, no. 6 (February 22, 2021): 8–13. http://dx.doi.org/10.1177/0031721721998147.

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Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s, Lancastrian schoolrooms captured the public imagination and how, in the 1950s and ‘60s, were seen as a solution to current educational ills. These examples provide a warning to those who see online education as a silver bullet.

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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Raicevic Bajic, Dragana, Gordana Nikolic, Mihailo Gordic, Kimberley Mouvet, and Mieke Van Herreweghe. "Serbian Sign Language: officially recognised, yet not used in deaf education." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (May 17, 2021): 75–90. http://dx.doi.org/10.21825/digest.v8i1.15646.

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The No Child Left Behind Act in the US (2001), the programme “Write it Right” in Australia (1994) and the Council of Europe’s project Languages of Schooling (2006) point towards a growing awareness of unequal access to education. All over the world legislative initiatives have been taken to ensure that all students have access, both in terms of social cost and linguistic barriers (Reffell & McKee, 2009). However, in some countries, the deaf community with its often invisible cultural linguistic identity appears not to benefit from the change in ideology towards equal education. In this paper we are looking at one such deaf community, i.e. the Serbian deaf community, and at past and present language ideologies, attitudes and practices with respect to their language, i.e. Serbian Sign Language or SZJ. We start by situating these ideological positions of language users and educators within a broader historical context by giving the first account of SZJ, its place in education and its history within the Western Balkan sociopolitical and linguistic context. We then focus on a thematic analysis of data from interviews with deaf signers and teachers about how they experienced and perceived language in education. This revealed that deaf signers see SZJ as the most important building block in their learning process whilst the teachers emphasise hearing as the major factor in learning. The findings clearly point at a discrepancy in sign language ideologies between deaf SZJ users and their teachers resulting in conflicting attitudes and practices in Serbia today. Keywords: Serbian Sign Language, deaf education, language policy, practice, language attitudes

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Paludneviciene, R., and P. C. Hauser. "Early Deaf History Revealed: French Writings from 1764-1840 Translated." Journal of Deaf Studies and Deaf Education 12, no. 1 (August 17, 2006): 119. http://dx.doi.org/10.1093/deafed/enl017.

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Wollock, Jeffrey. "John Bulwer’s (1606–1656) place in the history of the Deaf." Historiographia Linguistica 23, no. 1-2 (January 1, 1996): 1–46. http://dx.doi.org/10.1075/hl.23.1-2.02wol.

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Summary It would be unfair to characterize John Bulwer (1606–1656) as a dilettante, although he did not achieve all his goals with the deaf. He tried unsuccessfully to find the Spaniard (described by Kenelm Digby in a report of 1644) who taught speech to deaf pupils. As a Royalist during the reign of Parliament, he also was unable to find support for a ‘Dumbe Mans Academie’. While his theory of speech education was wrong in one important respect, he later read Juan Pablo Bonet (1574–1633) and, if (as it seems) his daughter was deaf, he must have tried that method – years before William Holder (1616–1698) or John Wallis (1616–1703). Their very limited success would do little more than prove it possible; Bulwer might have done at least as much.

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Matson, Johny L. "International congresses on education of the deaf: An analytical history, 1878–1980." Applied Research in Mental Retardation 6, no. 4 (January 1985): 498. http://dx.doi.org/10.1016/0270-3092(85)90026-8.

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Carter, Karen E. "Emmet Kennedy. Abbé Sicard’s Deaf Education: Empowering the Mute, 1785–1820." American Historical Review 122, no. 2 (March 30, 2017): 586–87. http://dx.doi.org/10.1093/ahr/122.2.586.

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Vialle, Wilma, and John Paterson. "Deafening silence: the Educational Experiences of Gifted Deaf People." Gifted Education International 13, no. 1 (May 1998): 13–22. http://dx.doi.org/10.1177/026142949801300103.

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Educational intervention for deaf people has a long history but it is a history that is dominated by the notion of deficit. The growing trend in the literature on deaf people is to recognise that they are not deficient but form a cultural and linguistic minority group that deserves appropriate educational programs. Deaf people report great frustration with their experiences of schooling as they have invariably been treated as intellectually inferior. Yet, a significant number of deaf people are gifted and have had the double hurdle of overcoming their deafness in a hearing world and an education service that does not meet their needs. This paper explores the educational experiences of gifted deaf people in a preliminary attempt to develop appropriate identification measures and educational provisions for such individuals. The conclusions presented are based on extensive interviews with a number of gifted deaf adults. Deaf interviewers were utilised to collect the required data in a more culturally sensitive and relevant manner.

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Cleve, John Vickrey Van, and Marilyn Daniels. "Benedictine Roots in the Development of Deaf Education: Listening with the Heart." History of Education Quarterly 38, no. 1 (1998): 96. http://dx.doi.org/10.2307/369680.

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Neves, Lygia P., Patrícia L. F. Rezende, Leonardo A. Silva, Luciana P. Silva, and Helena C. Castro. "A DEAF BODY: OPPRESSION AND RESISTANCE IN A BRAZILIAN PERSPECTIVE." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, no. 7 (July 5, 2017): 50. http://dx.doi.org/10.19085/journal.sijmas040701.

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Deafness, legal rights, language, teaching and learning are topics strictly related to deaf life and wellbeing. This article aims to discuss the history of deafness and some teaching proposals using Brazil and a Brazilian Institute of Deaf Education in a study case. On that purpose we analyzed didactic and scientific materials and their influence on Brazilian deaf education. Thus, we focused on the deaf speech also approaching pathology and epistemology perspectives present in the narratives of the institute curriculum, questioning these representations. Historical aspects in the educational, pathological and epistemological approaches in Brazil are also reported including different language teaching perspectives including bimodalist, total communication and bilingualism. Our study observed the importance of deaf political movement and their struggle to guarantee the right for a good and long-awaited dreamed bilingual education

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Szewczenko, Wołodimir. "Felix Movchanovsky (1853–1921) and his innovative approach to education of deaf children in the beginning of 20th century." Special School LXXXIII, no. 3 (June 30, 2022): 221–28. http://dx.doi.org/10.5604/01.3001.0015.9197.

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The article describes the history of a unique educational institution for deaf children established at the beginning of the 20th century in Aleksandrovsk (the Russian Empire at the time, today Zaporozhye, Ukraine) by the Polish nobleman Felix Movchanovsky. The author characterizes his figure, reveals the role and his contribution to the development of Aleksandrovsk, especially his activity for the sake of deaf children. In 1903 he was initiator and co-organizer of a unique educational institution – school-farm for deaf children. The institution was known all over the world because it was an autonomous town with its own urban infrastructure and the teaching of deaf language and crafts was carried out at a high level and on a large scale. At that time, no similar institution in the Russian Empire had such achievements.

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Plack, Christopher J., Helen Chilton, and Kevin J. Munro. "ManCAD100: 100 Years of Audiology and Deaf Education at Manchester." Trends in Hearing 23 (January 2019): 233121651988623. http://dx.doi.org/10.1177/2331216519886239.

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In 2019, the Manchester Centre for Audiology and Deafness celebrates its 100th anniversary. To mark the centenary, this special issue is a collection of papers that showcases current research in Manchester Centre for Audiology and Deafness. The Editorial provides a brief history and description of the Centre and an overview of the special issue.

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Dadswell, Gordon. "From idealism to realism: the Workers’ Educational Association of Victoria 1920‐1941." History of Education Review 36, no. 2 (October 14, 2007): 61–73. http://dx.doi.org/10.1108/08198691200700010.

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Hole, Rachelle. "Narratives of identity." Narrative Inquiry 17, no. 2 (December 31, 2007): 259–78. http://dx.doi.org/10.1075/ni.17.2.06hol.

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Living in the world as a Deaf person provides a different situatedness in which deaf individuals construct their identity. How does living in the world, different from the hearing majority, influence the ways deaf individuals go about the creative act of constructing identities? Traditionally, researchers of D/deafness have constructed identity categories in order to research identity and hearing loss. For example, there is a distinction made in the literature between deafness (written with a lower case ‘d’) — an audiological state related to having a hearing loss — and Deafness (written with an upper case ‘D’) — a marker of a culturally Deaf identity. This article is about how three women constructed narrative identities relating to hearing loss in life stories. And how they incorporated, resisted, and/or rejected various cultural discourses in narratives they told? Using a poststructural narrative analysis, I explore how identities relating to hearing status were shaped and limited by four discourses at work in the participants’ narrative tellings (discourses of normalcy, discourses of difference, discourses of passing, and Deaf cultural discourses). For example, I discuss how discourses of normalcy and discourses of difference led to the construction of identities based on opposites, in a binary relationship where one side of the binary was privileged and the opposite was “othered”, e.g., hearing/deaf, and Deaf/deaf. Finally, drawing on the work of Judith Butler, I conclude the article with a discussion of some theoretical implications that emerged from using a poststructural narrative analysis.

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.

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Binion, Rudolph, and Peter Gay. "The Bourgeois Experience: Victoria to Freud. Volume 1, Education of the Senses." American Historical Review 91, no. 3 (June 1986): 629. http://dx.doi.org/10.2307/1869139.

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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

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Rietveld-van Wingerden, Marjoke, and Wim Westerman. "“Hear, Israel” The involvement of Jews in education of the deaf (1850–1880)." Jewish History 23, no. 1 (November 20, 2008): 41–56. http://dx.doi.org/10.1007/s10835-008-9070-y.

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SUEMORI, Akio. "New Perspective on the History of Deaf Education in Japan Based on Non-Modernism." Japanese Sociological Review 71, no. 3 (2020): 411–28. http://dx.doi.org/10.4057/jsr.71.411.

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Łapot, Mirosław. "Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939." Special School LXXIX, no. 4 (October 31, 2018): 259–71. http://dx.doi.org/10.5604/01.3001.0012.7276.

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The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.

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Kantor, Harvey, and Robert Lowe. "Introduction: What Difference Did the Coleman Report Make?" History of Education Quarterly 57, no. 4 (November 2017): 570–78. http://dx.doi.org/10.1017/heq.2017.32.

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The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.

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Caldas, Ana Luiza Paganelli. "NARRATIVAS DE PROFESSORES DE SURDOS SOBRE A EJA NO MUNICÍPIO DE PORTO ALEGRE/RS." Cadernos de Pesquisa 23, no. 2 (September 1, 2016): 46. http://dx.doi.org/10.18764/2178-2229.v23n2p46-57.

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Este artigo busca conhecer e analisar as narrativas de quatro professores de educação de surdos que atuaram no Centro Municipal de Educação do Trabalhador Paulo Freire, de Porto Alegre, com jovens e adultos surdos, alunos que hoje são atendidos na Escola Municipal de Ensino Fundamental de Surdos Bilíngue Salomão Watnick. Sobre o processo de educação desses alunos iniciarei com uma breve história sobre a Educação de Jovens e Adultos no Centro Municipal de Educação do Trabalhador Paulo Freire e a migração para a escola municipal bilíngue Salomão Watnick. Com objetivo de esclarecer como é a educação de adultos surdos investiguei, através das narrativas, a experiência dos professores dos surdos na EJA procurando explicar o conceito de educação bilíngue, bem como a importância desta educação para o surdo e quais são os principais desafios e conquistas desta modalidade, finalizando com argumentação em favor da Libras enquanto língua de formação pedagógica para surdos.Palavras-chave: Educação de Surdos. Educação de Jovens e Adultos Surdos. Narrativas de professores. NARRATIVE OF DEAF TEACHERS ON EJA IN PORTO ALEGRE CITY/RSAbstract: This article seeks to understand and analyze the narratives of four deaf education teachers that worked at the Municipal Center of Paulo Freire Worker Education of Porto Alegre, with young deaf adults, students today are treated at Municipal Elementary School of the Deaf Solomon Watnick bilingual. About the process of education of these students shall begin with a brief history of the Youth and Adult Education at the Municipal Center of Paulo Freire Worker Education and migration to bilingual public school Solomon Watnick. In order to clarify how the education of deaf adults investigated through the narrative, the experience of deaf teachers in adult education seeking to explain the concept of bilingual education, and the importance of education for the deaf and what are the main challenges and achievements this mode, ending with arguments in favor of pounds as a language teacher training for the deaf.Keywords: Deaf Education. Education Youth and Adult Deaf. Narratives teachers. NARRATIVA DE MAESTROS DE SORDOS SOBRE A EJA EN LA CIUDAD DE PORTO ALEGRE/RSResumen: Este artículo busca entender y analizar las narrativas de cuatro maestros de educación de sordos que trabajaran en el Centro Municipal del Trabajador Paulo Freire, en Porto Alegre, con jóvenes y adultos sordos, estudiantes que hoy son atendidos en la Escuela Municipal Primaria de Sordos Bilingüe Salomón Watnick. Sobre el proceso de la educación de estos estudiantes empezaré con una breve historia sobre la educación de jóvenes y adultos en el Centro Municipal de Educación del Trabajador Paulo Freire y la migración a la escuela pública bilingüe Salomón Watnick. Con lo objetivo de aclarar como es la educación de adultos sordos investigué, a través de las narrativas, la experiencia de los maestros de los sordos en la EJA, tratando de explicar el concepto de educación bilingüe, así como la importancia de la educación para sordos y cuáles son los principales retos y logros de esta modalidad, terminando con argumentos a favor de la Libras mientras lengua de formación pedagógica para sordos. Palabras clave: Educación de Sordos. Educación de Jóvenes y Adultos Sordos. Narrativas de Maestros. NARRATIVE OF DEAF TEACHERS ON EJA IN PORTO ALEGRE CITY/RS NARRATIVA DE MAESTROS DE SORDOS SOBRE A EJA EN LA CIUDAD DE PORTO ALEGRE/RS Ana Luiza Paganelli CaldasProfessora Mestre da Universidade Federal do Rio Grande do Sul (UFRGS).anacrespa2012@gmail.com Resumo: Este artigo busca conhecer e analisar as narrativas de quatro professores de educação de surdos que atuaram no Centro Municipal de Educação do Trabalhador Paulo Freire, de Porto Alegre, com jovens e adultos surdos, alunos que hoje são atendidos na Escola Municipal de Ensino Fundamental de Surdos Bilíngue Salomão Watnick. Sobre o processo de educação desses alunos iniciarei com uma breve história sobre a Educação de Jovens e Adultos no Centro Municipal de Educação do Trabalhador Paulo Freire e a migração para a escola municipal bilíngue Salomão Watnick. Com objetivo de esclarecer como é a educação de adultos surdos investiguei, através das narrativas, a experiência dos professores dos surdos na EJA procurando explicar o conceito de educação bilíngue, bem como a importância desta educação para o surdo e quais são os principais desafios e conquistas desta modalidade, finalizando com argumentação em favor da Libras enquanto língua de formação pedagógica para surdos.Palavras-chave: Educação de Surdos. Educação de Jovens e Adultos Surdos. Narrativas de professores. Abstract: This article seeks to understand and analyze the narratives of four deaf education teachers that worked at the Municipal Center of Paulo Freire Worker Education of Porto Alegre, with young deaf adults, students today are treated at Municipal Elementary School of the Deaf Solomon Watnick bilingual. About the process of education of these students shall begin with a brief history of the Youth and Adult Education at the Municipal Center of Paulo Freire Worker Education and migration to bilingual public school Solomon Watnick. In order to clarify how the education of deaf adults investigated through the narrative, the experience of deaf teachers in adult education seeking to explain the concept of bilingual education, and the importance of education for the deaf and what are the main challenges and achievements this mode, ending with arguments in favor of pounds as a language teacher training for the deaf.Keywords: Deaf Education. Education Youth and Adult Deaf. Narratives teachers. Resumen: Este artículo busca entender y analizar las narrativas de cuatro maestros de educación de sordos que trabajaran en el Centro Municipal del Trabajador Paulo Freire, en Porto Alegre, con jóvenes y adultos sordos, estudiantes que hoy son atendidos en la Escuela Municipal Primaria de Sordos Bilingüe Salomón Watnick. Sobre el proceso de la educación de estos estudiantes empezaré con una breve historia sobre la educación de jóvenes y adultos en el Centro Municipal de Educación del Trabajador Paulo Freire y la migración a la escuela pública bilingüe Salomón Watnick. Con lo objetivo de aclarar como es la educación de adultos sordos investigué, a través de las narrativas, la experiencia de los maestros de los sordos en la EJA, tratando de explicar el concepto de educación bilingüe, así como la importancia de la educación para sordos y cuáles son los principales retos y logros de esta modalidad, terminando con argumentos a favor de la Libras mientras lengua de formación pedagógica para sordos. Palabras clave: Educación de Sordos. Educación de Jóvenes y Adultos Sordos. Narrativas de Maestros.

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Radić-Šestić, Marina, Mia Šešum, and Ljubica Isaković. "The phenomenon of signed music in Deaf culture." Specijalna edukacija i rehabilitacija 20, no. 4 (2021): 259–71. http://dx.doi.org/10.5937/specedreh20-34296.

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Introduction. Music in the Deaf community is a socio-cultural phenomenon that depicts a specific identity and way of experiencing the world, which is just as diverse, rich and meaningful as that of members of any other culture. Objective. The aim of this paper was to point out the historical and socio-cultural frameworks, complexity, richness, specific elements, types and forms of musical expression of members of the Deaf community. Methods. The applied methods included comparative analysis, evaluation, and deduction and induction system. Results. Due to limitations or a lack of auditive component, the members of Deaf culture use different communication tools, such as speech, pantomime, facial expressions and sign language. Signed music, as a phenomenon, is the artistic form which does not have long history. However, since the nineties of the past century and with technological development, it has been gaining greater interest and acknowledgement within the Deaf community and among the hearing audience. Signed music uses specific visuo-spatial-kinaesthetic and auditive elements in expression, such as rhythm, dynamism, rhyme, expressiveness, iconicity, intensity of the musical perception and the combination of the role of the performer. Conclusion. Signed music as a phenomenon is an art form that incorporates sign poetic characteristics (lyrical contents), visual musical elements and dance.

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Preston, Lesley. "The focus wasn’t on ‘boomsa‐daisy’: sex education at Shepparton South Technical School, Victoria, 1973‐1986." History of Education Review 36, no. 2 (October 14, 2007): 19–32. http://dx.doi.org/10.1108/08198691200700007.

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Lozano, Rosina. "New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education." History of Education Quarterly 60, no. 4 (November 2020): 612–22. http://dx.doi.org/10.1017/heq.2020.43.

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The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.

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Scouten, Edward L. "History of the College for the Deaf, 1857-1907 (review)." American Annals of the Deaf 130, no. 4 (1985): 259–60. http://dx.doi.org/10.1353/aad.2012.0976.

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Horejes, Thomas P. "Constructions of Deafness: Exploring Normalcy and Deviance within Specific Social Representations." Développement Humain, Handicap et Changement Social 18, no. 2 (March 23, 2022): 7–22. http://dx.doi.org/10.7202/1087621ar.

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The constructions of deafness and social representations of a deaf child are very complicated and deeply contested. This paper examines the constructions of deafness and how it has been sociohistorically framed and re-framed within the parameters of normalcy and deviance. Such analysis may offer insight on the potential impact of shaping ideology, politics, and what it means to be deaf. This level of analysis is conducted via an examination of the socio-history of deaf education including discussions of the ongoing “paradigm wars” between certain social control institutions, mainly American Sign Language-based (or called English-based) and the oral-based educational institutions and its implications of language. Examining these two social control institutions will seek to uncover certain constructions within specific social representations and societal dynamics that may shape the deaf child’s identity, its version of “natural” gifts, social inequality, and ultimately the types of ideologies constructed toward deaf students. A possible alternative view of reapproprating of the corporeal differences of deafness is discussed including positive strategies to minimize reproduced social stratification, oppression, social inequality, and divisions when dealing with deafness.

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Cain, Victoria E. M. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 102, no. 6 (February 22, 2021): 68. http://dx.doi.org/10.1177/0031721721998168.

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In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Victoria Cain recommends The Big Test: The Secret History of the American Meritocracy by Nicholas Lemann. Nancy Gutiérrez recommends Subtractve Schooling: U.S.-Mexican Youth and the Politics of Caring. And Justin Reich recommends the Sociology of Education article, “Comment: The first and second digital divides” by Paul Attewell.

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Binder, Frederick M., and Ernest Freeberg. "The Education of Laura Bridgman: First Deaf and Blind Person to Learn Language." Journal of the Early Republic 22, no. 1 (2002): 165. http://dx.doi.org/10.2307/3124882.

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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.

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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

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Journal articles on the topic 'Deaf Education Victoria History'

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