TY - JOUR
T1 - A Deaf Lens
T2 - Adapting Video-Cued Multivocal Ethnography for the “Kindergartens for the Deaf in Three Countries” Project
AU - Valente, Joseph Michael
N1 - Funding Information:
Acknowledgements. The author is grateful for Vanessa Andrieu, Marie-Paule Kellerhals, and Agnès Campredon’s generosity and contributions to making this project a success. Also, the author is appreciative of the generous support from Inspectors Jean-Louis Brugeille, Frédéric Detchart, and Jacques Roques. Additionally, the author thanks Joseph Tobin, Jennifer Keys Adair, Fikriye Kurban, and the anonymous reviewers for their thoughtful suggestions to improve this manuscript. Any errors or omissions are mine alone. Finally, the author thanks The Spencer Foundation for supporting and funding the “Kindergartens for the Deaf in Three Countries” project (Grant 201100044). This project was funded by The Spencer Foundation under grant 201100044. Joseph Tobin was the principal investigator, while Thomas Horejes and myself were co-principal investigators.
Publisher Copyright:
© 2019 by the American Anthropological Association
PY - 2019/9/1
Y1 - 2019/9/1
N2 - This article reports on our use of a “deaf lens” in adapting video-cued multivocal ethnography for the “Deaf Kindergartens in Three Countries: Japan, France, and the United States” project. Beginning with a discussion of how this “deaf lens” shaped the design of the study, research questions, and methodology, the article concludes with an example from our fieldwork illustrating the powerful potential of video-cued multivocal ethnography for illuminating the lifeworlds of children, parent, and teacher informants.
AB - This article reports on our use of a “deaf lens” in adapting video-cued multivocal ethnography for the “Deaf Kindergartens in Three Countries: Japan, France, and the United States” project. Beginning with a discussion of how this “deaf lens” shaped the design of the study, research questions, and methodology, the article concludes with an example from our fieldwork illustrating the powerful potential of video-cued multivocal ethnography for illuminating the lifeworlds of children, parent, and teacher informants.
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U2 - 10.1111/aeq.12306
DO - 10.1111/aeq.12306
M3 - Article
AN - SCOPUS:85068620581
VL - 50
SP - 340
EP - 347
JO - Anthropology and Education Quarterly
JF - Anthropology and Education Quarterly
SN - 0161-7761
IS - 3
ER -