Deaf Education: Strategies for Deaf Culture Transmission in the Classroom
DOI:
https://doi.org/10.17533/udea.ikala.359657Keywords:
Deaf culture, intercultural education, Deaf instructor, Chilean sign language, Deaf pedagogyAbstract
This study explores Deaf pedagogy in Chile with an emphasis on the analysis of how Deaf educators engage teaching Deaf culture into their pedagogical practices in the classroom, in special education contexts in Chile. Considering the lack of research work in this area, understanding how Deaf culture is applied in educational contexts is essential. Using a qualitative multiple case study approach, observations and classroom filming were conducted with two Deaf male educators and one Deaf female educator who teach Chilean sign language and social sciences to students in the second cycle of basic education and secondary education in two special education schools. Individual interviews were also conducted to gain a deeper understanding of their teaching practices. Findings suggest that Deaf educators integrate Deaf culture through strategies encompassing varied approaches and levels of complexity, ranging from presenting identity models to their students to discussing their social role in defending the rights of Deaf communities. These findings emphasize the need to develop educational policies that support the inclusion of Deaf culture in school curricula, in order to contribute to the empowerment and help strengthen Deaf students’ identity.
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