Foucault's concept of "archeological thinking" as a means of "making it possible to think difference" is used as an organizing framework for conceptualizing the conflict between the multiple, competing social and individual constructions of deaf identity. Emphasizes the social, political, and educational implications of the…

Discusses the development of manual sign codes for use in the education of children with deafness as an example of language planning activity. Argues that the development of manual sign codes can be seen as a misguided effort that ignores the linguistic bases of natural sign languages and the language rights of the deaf community. (contains 84…

The nineteenth-century debate over use of the manual versus the oral approach to deaf education is discussed and related to the prevailing social and educational thought. Both approaches are seen as oppressive and antideaf. Current efforts to reconceptualize deafness have produced calls for bilingual-bicultural programs. (IAH)

Examines the concept of linguistic legitimacy (and illegitimacy) using three specific cases--Black English, American Sign Language, and Esperanto. The paper argues that legitimacy is grounded more on personal, political, and ideological biases than on linguistic criteria. (SM)

The move toward inclusive education potentially threatens the very heart of the Deaf cultural community, and may be an example of "epistemic violence" where the dominant ideology of equality of access to educational resources actually serves to reproduce structured inequalities. Deaf education has been moving away from a view of deafness as a…