Date of Award

Fall 2024

Document Type

Restricted Thesis

Terms of Use

© 2024 Joey Driscoll. All rights reserved. Access to this work is restricted to users within the Swarthmore College network and may only be used for non-commercial, educational, and research purposes. Sharing with users outside of the Swarthmore College network is expressly prohibited. For all other uses, including reproduction and distribution, please contact the copyright holder.

Degree Name

Bachelor of Arts

Department

Educational Studies Department

First Advisor

Jennifer Phuong

Abstract

Centering the narratives of four d/Deaf staff members at an anonymous deaf school, this project analyzes how educational experiences in mainstream versus deaf schools impact the development of d/Deaf identities. First, traditional narrative analysis frameworks are placed in conversation with Disability Studies and Deaf Studies to uplift the legitimacy of American Sign Language (ASL) narratives. Then, four d/Deaf narratives are introduced and analyzed, highlighting the diversity of d/Deaf experiences and emphasizing the importance of deaf schools and spaces for identity development in deaf children. I relate these findings to educational and linguistic scholarship, and consider implications for deaf education.

Download

Share

COinS