History of the College of the Holy Cross American Sign Language Program and Its Collaborative Partnerships with the Worcester Deaf Community

Autor/in	Fisher, Jami N.
Titel	History of the College of the Holy Cross American Sign Language Program and Its Collaborative Partnerships with the Worcester Deaf Community
Quelle	(2014), (247 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-4499-4
Schlagwörter	Hochschulschrift; Dissertation; American Sign Language; Deafness; Partnerships in Education; Program Descriptions; Program Development; Colleges; School Community Relationship; Educational Benefits; Barriers; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gehörlosigkeit; Taubstummheit; Hochschulpartnerschaft; Programmplanung; College; Hochschule; Fachhochschule; Bildungsertrag; Master-Studiengang
Abstract	Most postsecondary American Sign Language programs have an inherent connection to their local Deaf communities and rely on the community's events to provide authentic linguistic and cultural experiences for their students. While this type of activity benefits students, there is often little effort toward meaningful engagement or attention to community-side impacts in such relationships. Some postsecondary ASL programs have integrated service-learning into their curricula, a gesture that suggests movement toward more meaningful Deaf community connections and relationships. One program at the College of the Holy Cross stands out as the only four-year liberal arts institution with a commitment to working collaboratively in and with the local Deaf community to co-develop ongoing, mutually beneficial partnerships. This study serves as a history of the program and its Deaf community partnerships and will explore the following questions: What is the ASL program's history and how does it interface with other contemporary events including those that occur in Deaf communities? How and when are partnerships with Deaf community groups initiated and in what kind of institutional and community contexts? What is each entity's and each participant's role in developing and maintaining these partnerships? What are the macro- and micro-societal, institutional, cultural, and linguistic factors that facilitate or impede and otherwise influence such relationships? As the first history to include both college and Deaf community-affiliated perspectives on such engagement, findings provide new insight into the forces that facilitate and militate against such partnerships and the position of the nascent field of Deaf Studies in the academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01