This is our rhythm: academic becoming and realignment in deaf space

Area of Science:

• Education
• Sociology
• Linguistics

Background:

• Deaf scholars often face marginalization in mainstream academic settings.
• Dedicated deaf academic spaces prioritizing deaf ways of knowing are scarce.
• This research examines the potential and practices within such a specialized environment.

Purpose of the Study:

• To explore the possibilities and outcomes of a designated deaf academic space.
• To present Dr Deaf as a case study illustrating these possibilities.
• To analyze the enactment of deaf epistemologies and pedagogies.

Main Methods:

• Qualitative study utilizing interviews with participants and teachers.
• Case study approach focusing on the Dr Deaf environment.
• Analysis of deaf ways of knowing, teaching, and communicating.

Main Results:

• Deaf epistemologies and pedagogies are enacted through cross-stage responsibility.
• Academic becoming is facilitated by re-aligning deaf participants and teachers.
• A distinct 'deaf rhythm' emerges within the academic space.
• Practices and values may not be universally experienced or valued equally.

Conclusions:

• Designated deaf academic spaces can foster unique pedagogical approaches and academic growth.
• The Dr Deaf case study demonstrates the potential of centering deaf ways of knowing.
• The framework offers flexibility for creating inclusive deaf academic and educational settings.
• Acknowledging diverse needs and engagement styles is crucial for equitable participation.