Gallaudet University Press

8:8 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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