Papers by Kristin Snoddon
Canadian Journal of Disability Studies, 2020
This commentary describes our perspective on transinstitutionalization as deaf teachers and resea... more This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream education in regular settings without adequate sign language support and the continuing polarization of language and identity options for deaf children are two of the main ways in which transinstitutionalization recurs for deaf children and adults and threatens the vitality of sign languages.
Canadian Journal of Disability Studies, 2021
Deaf Politician: The Gary Malkowski Story is a self-published biography by Richard Medugno, who i... more Deaf Politician: The Gary Malkowski Story is a self-published biography by Richard Medugno, who is also the author of Deaf Daughter, Hearing Father (Medugno, 2005), a published memoir about being the parent of a deaf child. It was this lived experience that led Medugno to first encounter Malkowski in 1993, midway through the latter’s term as the first and only signing deaf Member of Provincial Parliament in Canada.
L2/Ln parent sign language education
This paper begins by describing several recent human rights complaints brought by Canadian parent... more This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.
The social relational model of deaf childhood in action
Palgrave Handbook of Disabled Children's Childhood Studies, 2018
This chapter positions deaf childhoods within deaf cultural discourse, in order to move inclusion... more This chapter positions deaf childhoods within deaf cultural discourse, in order to move inclusion discourses beyond their current tensions. Using the social relational model of deaf childhood first developed in Snoddon & Underwood (2014), the chapter has conceptual value for understanding inclusive education practice and early childhood education and care as a whole, as well as how inclusion principles may be better applied in the case of deaf children. However, the chapter has as its central aim: the presentation of a guiding framework for working with parents of deaf children in a present-day early intervention context. Findings from the first author’s study of developing an American Sign Language (ASL) curriculum for parents of young deaf children are presented as evidence of the efficacy of the framework (Snoddon, 2015).
Bilingualism, Philosophy and Models of
The Sage Deaf Studies Encyclopedia, Volume I (pp. 79-82), 2016
Writing as Being: On the Existential Primacy of Writing for a Deaf Scholar
Qualitative Inquiry
This article employs analytic autoethnography to study online events and social media that I part... more This article employs analytic autoethnography to study online events and social media that I participated in as a deaf scholar during the COVID-19 pandemic. With reference to Derrida’s philosophy of deconstruction, this article asserts the existential primacy of writing as a critical subject of inquiry for confronting normative language ideologies about what language is and how and where language is produced, received, understood, and performed.
8. Vulnerabilities, Challenges and Risks in Sign Language Recognition in Canada
Vulnerabilities, Challenges and Risks in Applied Linguistics
Teaching sign language to parents of deaf children in the name of the CEFR: Exploring tensions between plurilingual ideologies and ASL pedagogical ideologies
Sign Language Ideologies in Practice
Sign Language Ideologies in Practice
While much research has taken place on language attitudes and ideologies regarding spoken languag... more While much research has taken place on language attitudes and ideologies regarding spoken languages, research that investigates sign language ideologies and names them as such is only just emerging. Actually, earlier work in Deaf Studies and sign language research uncovered the existence and power of language ideologies without explicitly using this term. However, it is only quite recently that scholars have begun to explicitly focus on sign language ideologies, conceptualized as such, as a field of study. To the best of our knowledge, this is the first edited volume to do so. Influenced by our backgrounds in anthropology and applied linguistics, in this volume we bring together research that addresses sign language ideologies in practice. In other words, this book highlights the importance of examining language ideologies as they unfold on the ground, undergirded by the premise that what we think that language can do (ideology) is related to what we do with language (practice).¹ All the chapters address the tangled confluence of sign language ideologies as they influence, manifest in, and are challenged by communicative practices. Contextual analysis shows that language ideologies are often situation-dependent and indeed often seemingly contradictory, varying across space and moments in time. Therefore, rather than only identifying language ideologies as they appear in metalinguistic discourses, the authors in this book analyse how everyday language practices implicitly or explicitly involve ideas about those practices and the other way around. We locate ideologies about sign languages and communicative practices, which may not be one and the same, in their contexts, situating them within social settings, institutions, and historical processes, and investigating how they are related to political-economic interests as well as affective and intersubjective dynamics. Sign languages are minority languages using the visual-kinesthetic and tactile-kinesthetic modalities. It is important to recognize both that the affordances of these modalities are different from those of the auditory-oral (spoken) modality, and that signers, like speakers, often make use of multilingual and multimodal 1 This assertion is indebted to the work of Silverstein and Hanks, among others.
Deafness & Education International
Introduction: Plurilingualism and (In)competence in Deaf Education
Critical Perspectives on Plurilingualism in Deaf Education
2 Sign Language Planning and Policy in Ontario Teacher Education
Critical Perspectives on Plurilingualism in Deaf Education
Sign language planning and policy in Ontario teacher education
Language Policy
To appear in Snoddon, K. & Weber, J. (forthcoming). Critical perspectives on plurilingual... more To appear in Snoddon, K. & Weber, J. (forthcoming). Critical perspectives on plurilingualism in deaf education. Dordrecth, The Netherlands: Springer.
“It seemed like if you chose sign language you were going to be punished”: A narrative case study of participant experiences with supporting a deaf child in Ontario early childhood education and care
Deafness & Education International
Framing Sign Language as a Health Need in Canadian and International Policy
Maternal and Child Health Journal
Introduction: Ideologies in sign language vitality and revitalization
Language & Communication
Co-Enrollment in Deaf Education
Deafness & Education International
Intelligibility as a Methodological Problem in the Rehearsal Spaces of Apple Time, a Signed Play
Sign Language Studies
Canadian Journal of Disability Studies
In Michalko’s mellow writing, blind people are presented as ordinary living beings who reflect on... more In Michalko’s mellow writing, blind people are presented as ordinary living beings who reflect on and confront the vagaries of existence, both in ways like everybody else and in ways that are unlike anybody else. His book offers inspiration for other readers and writers seeking a non-normative plot.
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Papers by Kristin Snoddon