From Language Deprivation to Equity: Diverse Deaf-Centered Pedagogical Approaches in Deaf Education: Review of 58-In-Mind.
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| Title: | From Language Deprivation to Equity: Diverse Deaf-Centered Pedagogical Approaches in Deaf Education: Review of 58-In-Mind. |
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| Authors: | Martinez, Elizabeth H. (AUTHOR) |
| Source: | American Annals of the Deaf. Fall2025, Vol. 170 Issue 4, p341-345. 5p. |
| Subject Terms: | *Diversity & inclusion policies, *Teaching methods, *Multilingualism, *Education of the deaf, Hard of hearing people |
| Abstract: | The article reviews *58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students*, a book that advocates for Deaf education grounded in equity, multilingualism, and Deaf-centered pedagogy. It emphasizes recognizing Deaf students as multilingual learners with diverse identities, promoting American Sign Language (ASL) as an academic language equal to English, and valuing heritage and global signed languages. While primarily focused on pre-K–12 education, the book offers practical strategies and theoretical frameworks relevant to educators, researchers, and curriculum designers, though it acknowledges limitations such as limited coverage of postsecondary education and underrepresentation of Black Deaf authors. Overall, the book is presented as a significant resource for fostering inclusive, antibias, and linguistically rich learning environments for Deaf students. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article reviews *58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students*, a book that advocates for Deaf education grounded in equity, multilingualism, and Deaf-centered pedagogy. It emphasizes recognizing Deaf students as multilingual learners with diverse identities, promoting American Sign Language (ASL) as an academic language equal to English, and valuing heritage and global signed languages. While primarily focused on pre-K–12 education, the book offers practical strategies and theoretical frameworks relevant to educators, researchers, and curriculum designers, though it acknowledges limitations such as limited coverage of postsecondary education and underrepresentation of Black Deaf authors. Overall, the book is presented as a significant resource for fostering inclusive, antibias, and linguistically rich learning environments for Deaf students. [Extracted from the article] |
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| ISSN: | 0002726X |
| DOI: | 10.1353/aad.2025.a988845 |
