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Critical Pedagogy and ASL Videobooks - Coggle Diagram
Critical Pedagogy and ASL Videobooks
conscientizacao
a process that caused the peasants to become
more critically conscious of their surroundings and to take necessary steps for improving their lot
The Freirian notion of critical pedagogy is applicable to educational settings in
which the dominant culture utilizes its power to dominate and control students who
come from the nondominant cultures
perpetuation of language domination on students of nondominant cultures in which they are silenced
by their beliefs that their language is inferior to Standard English.
deaf children are forced to accept the institutionalized practices
that discourage them from using American Sign Language (ASL) in its truest form
They do not realize that they disempower deaf learners
from generating a powerful mechanism in themselves for their literacy development
ASL Videobooks is a project funded by the State of California in hopes of promoting literacy in deaf students through storytelling in ASL
ASL Videobooks are, conceptually speaking, an excellent resource for literacy development in deaf children
The idea of how ASL Videobooks could
benefit deaf children with respect to building knowledge through the stories they watch
presents an important parallel to how hearing children often benefit from storytelling
American people are individually judged on merits based on “knowledge” they obtain and contribute
Critical pedagogy for deaf learners is
often not properly implemented
Deaf individuals have been victimized by the constant siege of audism
deaf people rarely spoke out for their rights to demand
what they knew to be the best way in terms of critical pedagogy
Joan Wink defined critical pedagogy as “a process that enables teachers and learners to join together in asking fundamental questions about knowledge, justice and equity in their own classroom, school, family, and community
The failure to change what is believed to work better for deaf learners prevents the cultivation of empowerment and intellectual development for those deaf students. As a result, deaf learners are marginalized and are doomed to “captivity
The “language arts” materials in ASL specifically designed for deaf learners are scarce and in desperate need of further development
There is a dearth of ASL
materials for deaf children, who do not have the same o opportunities for exposure to
build the knowledge base during their early years of schooling
The mastery of the English language for deaf students continues to be the primary, nearly obsessive, goal in deaf education settings
Deaf children learning through ASL are more likely to enhance their possibilities for intrinsic motivation to learn and, as a result, acquire new knowledge
By translating sign-for-word,
their “ASL” signing appears unnatural to the eyes of ASL users