Abstract
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.
| Original language | English (US) |
|---|---|
| Journal | Anthropology and Education Quarterly |
| DOIs | |
| State | Published - Jan 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
- Anthropology
Cite this
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A Deaf Lens : Adapting Video-Cued Multivocal Ethnography for the “Kindergartens for the Deaf in Three Countries” Project. / Valente, Joseph M.
In: Anthropology and Education Quarterly, 01.01.2019.Research output: Contribution to journal › Article
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 M.
PY - 2019/1/1
Y1 - 2019/1/1
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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UR - http://www.scopus.com/inward/citedby.url?scp=85068620581&partnerID=8YFLogxK
U2 - 10.1111/aeq.12306
DO - 10.1111/aeq.12306
M3 - Article
JO - Anthropology and Education Quarterly
JF - Anthropology and Education Quarterly
SN - 0161-7761
ER -