North American Coloniality and Decoloniality: Transnational Tensions in a Mexican Deaf Bilingual School

Autor/inn/en	Kasun, G. Sue; Scott, Jessica; Kaneria, A. Jyoti; Delavan, M. Garrett
Titel	North American Coloniality and Decoloniality: Transnational Tensions in a Mexican Deaf Bilingual School
Quelle	In: Bilingual Research Journal, 44 (2021) 1, S.74-89 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kasun, G. Sue) ORCID (Scott, Jessica) ORCID (Delavan, M. Garrett)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1877212
Schlagwörter	Bilingualism; Deafness; Sign Language; Mexicans; Foreign Policy; Foreign Countries; Power Structure; Race; Teaching Methods; Language of Instruction; Interdisciplinary Approach; Educational Research; Ethnography; Trust (Psychology); Student Attitudes; Educational Experience; Spanish; Bilingual Education; Foreign Nationals; Boards of Education; Principals; Mexico + Suchen Sie Ihr Suchwort? Bilingualismus; Gehörlosigkeit; Taubstummheit; Gebärdensprache; Mexikaner; Außenpolitik; Ausland; Rasse; Abstammung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Ethnografie; Schülerverhalten; Bildungserfahrung; Spanisch; Bilingual teaching; Bilingualer Unterricht; Ausländer; Ausländerin; Ausschuss; Principal; Schulleiter; Mexiko
Abstract	Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school's work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal's vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of power, race, transnational gentrification, and Deafness. We conclude with implications for increased trans-disciplinarity between bilingual and deaf education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01