Bedoin Diane
Am Ann Deaf. 2019;164(1):73-96. doi: 10.1353/aad.2019.0010.
Deaf education professionals are regularly challenged by the linguistic and cultural diversity of deaf youth. The present article focuses on how young deaf people residing in France who are migrants or the children of migrants define themselves, and how parents and professionals perceive their linguistic and cultural diversity. The theoretical frameworks of interactionism and intersectionality were both used to analyze deafness and ethnicity. Qualitative data were collected in French schools through interviews with different members of the school community: students, parents, and professionals. The results show that deafness prevails over ethnicity in regard to self-identification, even if linguistic and cultural diversity can also be taken into account in an inclusive education.
聋人教育专业人员经常面临聋青少年语言和文化多样性的挑战。本文聚焦于居住在法国的移民聋青年或移民子女如何定义自己，以及父母和专业人员如何看待他们的语言和文化多样性。互动主义和交叉性的理论框架都被用于分析聋与种族问题。通过对学校社区不同成员（学生、家长和专业人员）进行访谈，在法国学校收集了定性数据。结果表明，在自我认同方面，聋的特征比种族更为突出，即使在全纳教育中也可考虑语言和文化多样性。
