Journal article
G. Kasun, Jessica A. Scott, A. Kaneria, M. Delavan
2021
2021
Semantic Scholar
DOI
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APA
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Kasun, G., Scott, J. A., Kaneria, A., & Delavan, M. (2021). North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school.
Chicago/Turabian
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Kasun, G., Jessica A. Scott, A. Kaneria, and M. Delavan. “North American Coloniality and Decoloniality: Transnational Tensions in a Mexican Deaf Bilingual School” (2021).
MLA
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Kasun, G., et al. North American Coloniality and Decoloniality: Transnational Tensions in a Mexican Deaf Bilingual School. 2021.
BibTeX Click to copy
@article{g2021a,
title = {North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school},
year = {2021},
author = {Kasun, G. and Scott, Jessica A. and Kaneria, A. and Delavan, M.}
}
Abstract
ABSTRACT Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of power, race, transnational gentrification, and Deafness. We conclude with implications for increased trans-disciplinarity between bilingual and deaf education research.
