Nikolaraizi Magda, Hadjikakou Kika
Department of Special Education, University of Thessaly, Argonaphton and Philellinon, 38221 Volos, Greece.
J Deaf Stud Deaf Educ. 2006 Fall;11(4):477-92. doi: 10.1093/deafed/enl003. Epub 2006 Jun 15.
In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity.
在本研究中，探讨了25名成年聋人的分析性教育经历与其身份认同的关系。定性分析表明，对参与者身份认同最为关键的教育经历涉及他们与听力正常或聋人同伴的互动，以及他们在学校与同伴交流所使用的语言。具有听力身份的参与者就读于普通学校，在那里他们用希腊语与听力正常的同伴互动；而具有聋人身份的参与者就读于聋人学校，在那里他们用希腊手语与聋人同伴互动。具有双文化身份的参与者就读于普通学校，在那里他们用希腊语与听力正常的同伴互动，但他们也有机会在校外结识聋人榜样，这对他们身份认同的发展起到了关键作用。
