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Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people’s experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.
This powerfully written book offers intimate portraits and generative analyses of less-attended-to deaf practices such as writing, music, and translation in Canada and Trinidad and Tobago. Grounded in disabled feminist methodologies, Snoddon opens up critical and consequential conversations between linguistics, deaf studies, and philosophy.
A masterfully rich meditation on the diversity of the linguistic human experience and expression, which skillfully explores the ethics, politics and policy of language and linguistic alterity in a grounded and deeply humane manner. By closely interrogating the link between knowledge work and self-knowledge, this important book makes a unique and distinct contribution to a trans- and interdisciplinary understanding of the social philosophy of language, and its fundamental challenges, ambiguities and hopes.
Kristin Snoddon is a Professor in the School of Early Childhood Studies, Toronto Metropolitan University, Canada. She is co-editor of Critical Perspectives on Plurilingualism in Deaf Education (with Joanne C. Weber, Multilingual Matters, 2021) and Sign Language Ideologies in Practice (with Annelies Kusters, Mara Green and Erin Moriarty, Mouton De Gruyter, 2020).
Acknowledgments
Foreword
Series Editors’ Preface
Introduction: Understanding, Difference and Relationality in Methodology
Part 1: Linguistic Flourishing
Chapter 1. Being a Deaf Scholar: Writing as Being
Chapter 2. Signing Songs and the Openings of Semiotic Repertoires
Part 2: Deaf Interpreters and Understanding
Chapter 3. Sign Language Ideologies and the Ethics of Relationality
Chapter 4. Brokering Understanding: Deaf Interpreters’ Role and Practice
Part 3: Caribbean Deaf Epistemologies of Language and Understanding
Chapter 5. A Phenomenology of Deaf People’s Experiences of Understanding and Music at Trinidad Carnival
Chapter 6. Toward a Caribbean Deaf Queer Phenomenology
Conclusion
References
Index