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Wednesday, August 16, 2006
What It Means to Be Deaf and Female
“If Deaf studies has typically skirted (gone around) gender, then what would it
mean to put a skirt on (feminize) Deaf studies,” ask Brenda Jo Brueggemann and
Susan Burch in the introduction of
Women and
Deafness: Double Visions. “And if women’s studies had traditionally not
given ‘voice’ (a common metaphor used in much feminist theory and women’s
studies scholarship) to deafness and Deaf identity, then what would it mean to
give ‘Deaf eyes’ to women’s studies? These were the mirrored and twinned
questions that generated this volume.”
“Our goals are three: first, to make use of and build further a bridge between
women’s studies and Deaf studies; second, to engage a wide and diverse audience
of both scholars and students in those two fields; and third, to open up new
territory for each of these two areas while also encouraging more traffic
between them. By donning a pair of deaf eyes, women’s studies might come to see
its own language choices and philosophical positions differently. We hope the
conversation has only just begun.” You can read more about this new collection
in Merging Two Worlds, a
chapter written by Gina A. Oliva and Linda Risser Lytle. Order Women and Deafness
online and receive 20% off the regular price by typing “AUG0620%”
in the “Comments or Special Instructions” box below your credit card
information. Or, you may order by
mail.
 Literacy
and Deaf People: Cultural and Contextual Perspectives, edited by Brenda Jo
Brueggemann, garnered the following acclaim from Disability Studies Quarterly:
“There is something here for almost any reader. This book will be an excellent
resource for anyone working with and/or living with deaf people as colleagues,
parents, teachers, partners, supervisors, teammates and/or employees.” Read the
review in its entirety
online. Divided
into two parts, Literacy and Deaf People covers a range of topics from how
deaf children learn to how literacy can be extended to deaf people beyond the age
of 20. Read chapter two,
“What Does Culture
Have to Do with the Education of Students Who Are Deaf or Hard of Hearing?,”
and order your copy
here.
 Disability
Studies Quarterly also gives high marks to
Many Ways to
Be Deaf: International Variation in Deaf Communities edited by Leila
Monaghan, Constanze Schmaling, Karen Nakamura, and Graham H. Turner. Notably, “the
editors are to be commended for doing a masterful job in working with 24
different authors. Some chapters have single authors and others have multiple
authors; while each chapter reflects unique authorship, the editors ensure that
the writing remains within a paradigm to enable the readers to focus on the
content rather than have to deal with widely varying styles.” The
full review is
available online. In Many Ways to Be Deaf, 24 international scholars write
about signed languages used in countries all around the world, including Austria,
Japan, Brazil, Vietnam, Sweden, Nigeria, Ireland, Nicaragua, and many more. Gain
more insight about the differences in the Taiwanese culture by reading chapter twelve,
“The Chiying School
of Taiwan: A Foreigner’s Perspective,” and order
here.
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