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Journal of Deaf Studies and Deaf Education 8:1 2003
© 2003 Oxford University Press

Empirical Article

Education of Deaf Children and the Politics of Recognition

Stein Erik Ohna

Nedre Gausen Resource Centre and University of Oslo

The ideological basis for education of deaf children has changed during the last few decades. In Norway, the new curriculum is emphasizing bilingual and bicultural ideas. In many ways, this can be regarded as an example of what Charles Taylor calls the "politics of recognition." Taking an excerpt of an interview with a deaf student as a point of departure, this article discusses problems when heavily emphasizing a cultural approach.

This article is based on a poster presented at the 19th International Congress on Education of the Deaf, where it was awarded the first William C. Stokoe Award for the Outstanding ICED Poster. Correspondence should be sent to Stein Erik Ohna, Nedre Gausen kompetansesenter, Postboks 113, N-3080 Holmestrand, Norway (e-mail: stein.erik.ohna{at}statped.no).

Received May 28, 2001; revised August 22, 2001; accepted August 25, 2001


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