The Segregated Georgia School for the Deaf

The Segregated Georgia School for the Deaf PDF Author: Ron Knorr
Publisher:
ISBN: 9781620065907
Category : Education
Languages : en
Pages : 146

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Book Description
In the years following the American Civil War, few educational opportunities were provided to newly-freed black citizens. The situation was compounded for black deaf children in the American South. Efforts to educate these children were delayed and deferred in most southern states. Even as the need for this education became obvious, southern legislatures frequently denied or deferred any real educational opportunities for black deaf children. In The Segregated Georgia School for the Deaf, Ron Knorr and Clemmie Whatley tell the story of one such institution designed to educate Georgia's black deaf children. Beginning with early efforts during Reconstruction, Knorr and Whatley trace the often tumultuous and neglectful history of the education for these students from the time of the Jim Crow South through efforts during the Progressive Era to improve the plight of these children. This history of the segregated school continues through two world wars and the struggle for civil rights, ending with the ultimate desegregation of the school. Rich with contemporary stories, firsthand accounts and interviews, and photographs and illustrations of its history, The Segregated Georgia School for the Deaf is a compelling story of heroic efforts to improve the lot of these students along with the often shameful neglect of Georgia's most vulnerable children.

The Segregated Georgia School for the Deaf

The Segregated Georgia School for the Deaf PDF Author: Ron Knorr
Publisher:
ISBN: 9781620065907
Category : Education
Languages : en
Pages : 146

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Book Description
In the years following the American Civil War, few educational opportunities were provided to newly-freed black citizens. The situation was compounded for black deaf children in the American South. Efforts to educate these children were delayed and deferred in most southern states. Even as the need for this education became obvious, southern legislatures frequently denied or deferred any real educational opportunities for black deaf children. In The Segregated Georgia School for the Deaf, Ron Knorr and Clemmie Whatley tell the story of one such institution designed to educate Georgia's black deaf children. Beginning with early efforts during Reconstruction, Knorr and Whatley trace the often tumultuous and neglectful history of the education for these students from the time of the Jim Crow South through efforts during the Progressive Era to improve the plight of these children. This history of the segregated school continues through two world wars and the struggle for civil rights, ending with the ultimate desegregation of the school. Rich with contemporary stories, firsthand accounts and interviews, and photographs and illustrations of its history, The Segregated Georgia School for the Deaf is a compelling story of heroic efforts to improve the lot of these students along with the often shameful neglect of Georgia's most vulnerable children.

Sounds Like Home

Sounds Like Home PDF Author: Mary Herring Wright
Publisher: Gallaudet University Press
ISBN: 9781563680809
Category : Biography & Autobiography
Languages : en
Pages : 296

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Book Description
New edition available: Sounds Like Home: Growing Up Black and Deaf in the South, 20th Anniversary Edition, ISBN 978-1-944838-58-4 Features a new introduction by scholars Joseph Hill and Carolyn McCaskill Mary Herring Wright's memoir adds an important dimension to the current literature in that it is a story by and about an African American deaf child. The author recounts her experiences growing up as a deaf person in Iron Mine, North Carolina, from the 1920s through the 1940s. Her story is unique and historically significant because it provides valuable descriptive information about the faculty and staff of the North Carolina school for Black deaf and blind students from the perspective of a student as well as a student teacher. In addition, this engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Blacks such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. It also describes the physical facilities as well as the changes in those facilities over the years. In addition, Sounds Like Home occurs over a period of time that covers two major events in American history, the Depression and World War II. Wright's account is one of enduring faith, perseverance, and optimism. Her keen observations will serve as a source of inspiration for others who are challenged in their own ways by life's obstacles.

A History of the Georgia School for the Deaf

A History of the Georgia School for the Deaf PDF Author: Esther Cathy
Publisher:
ISBN:
Category : Deaf
Languages : en
Pages : 118

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Book Description


Information Concerning the Georgia School for the Deaf and Instruction of the Deaf Child

Information Concerning the Georgia School for the Deaf and Instruction of the Deaf Child PDF Author: Georgia School for the Deaf
Publisher:
ISBN:
Category :
Languages : en
Pages : 23

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Book Description


Course of Study for Primary Department, Georgia School for the Deaf

Course of Study for Primary Department, Georgia School for the Deaf PDF Author: Georgia School for the Deaf
Publisher:
ISBN:
Category :
Languages : en
Pages : 64

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Book Description


Georgia School for the Deaf, Cave Spring, GA. 1846-1996

Georgia School for the Deaf, Cave Spring, GA. 1846-1996 PDF Author: Georgia School for the Deaf
Publisher:
ISBN:
Category :
Languages : en
Pages : 156

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Book Description


Centennial Celebration

Centennial Celebration PDF Author: Georgia School for the Deaf
Publisher:
ISBN:
Category :
Languages : en
Pages : 105

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Book Description


Outstanding Books for the College Bound

Outstanding Books for the College Bound PDF Author: Angela Carstensen
Publisher: American Library Association
ISBN: 083899315X
Category : Language Arts & Disciplines
Languages : en
Pages : 175

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Book Description
More than simply a vital collection development tool, this book can help librarians help young adults grow into the kind of independent readers and thinkers who will flourish at college.

Deaf Identities

Deaf Identities PDF Author: Irene W. Leigh
Publisher: Oxford University Press
ISBN: 0190887613
Category : Education
Languages : en
Pages : 352

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Book Description
Over the past decade, a significant body of work on the topic of deaf identities has emerged. In this volume, Leigh and O'Brien bring together scholars from a wide range of disciplines -- anthropology, counseling, education, literary criticism, practical religion, philosophy, psychology, sociology, and deaf studies -- to examine deaf identity paradigms. In this book, contributing authors describe their perspectives on what deaf identities represent, how these identities develop, and the ways in which societal influences shape these identities. Intersectionality, examination of medical, educational, and family systems, linguistic deprivation, the role of oppressive influences, the deaf body, and positive deaf identity development, are among the topics examined in the quest to better understand deaf identities. In reflection, contributors have intertwined both scholarly and personal perspectives to animate these academic debates. The result is a book that reinforces the multiple ways in which deaf identities manifest, empowering those whose identity formation is influenced by being deaf or hard of hearing.

Deaf Gain

Deaf Gain PDF Author: H-Dirksen L. Bauman
Publisher: U of Minnesota Press
ISBN: 1452942048
Category : Education
Languages : en
Pages : 711

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Book Description
Deaf people are usually regarded by the hearing world as having a lack, as missing a sense. Yet a definition of deaf people based on hearing loss obscures a wealth of ways in which societies have benefited from the significant contributions of deaf people. In this bold intervention into ongoing debates about disability and what it means to be human, experts from a variety of disciplines—neuroscience, linguistics, bioethics, history, cultural studies, education, public policy, art, and architecture—advance the concept of Deaf Gain and challenge assumptions about what is normal. Through their in-depth articulation of Deaf Gain, the editors and authors of this pathbreaking volume approach deafness as a distinct way of being in the world, one which opens up perceptions, perspectives, and insights that are less common to the majority of hearing persons. For example, deaf individuals tend to have unique capabilities in spatial and facial recognition, peripheral processing, and the detection of images. And users of sign language, which neuroscientists have shown to be biologically equivalent to speech, contribute toward a robust range of creative expression and understanding. By framing deafness in terms of its intellectual, creative, and cultural benefits, Deaf Gain recognizes physical and cognitive difference as a vital aspect of human diversity. Contributors: David Armstrong; Benjamin Bahan, Gallaudet U; Hansel Bauman, Gallaudet U; John D. Bonvillian, U of Virginia; Alison Bryan; Teresa Blankmeyer Burke, Gallaudet U; Cindee Calton; Debra Cole; Matthew Dye, U of Illinois at Urbana–Champaign; Steve Emery; Ofelia García, CUNY; Peter C. Hauser, Rochester Institute of Technology; Geo Kartheiser; Caroline Kobek Pezzarossi; Christopher Krentz, U of Virginia; Annelies Kusters; Irene W. Leigh, Gallaudet U; Elizabeth M. Lockwood, U of Arizona; Summer Loeffler; Mara Lúcia Massuti, Instituto Federal de Santa Catarina, Brazil; Donna A. Morere, Gallaudet U; Kati Morton; Ronice Müller de Quadros, U Federal de Santa Catarina, Brazil; Donna Jo Napoli, Swarthmore College; Jennifer Nelson, Gallaudet U; Laura-Ann Petitto, Gallaudet U; Suvi Pylvänen, Kymenlaakso U of Applied Sciences; Antti Raike, Aalto U; Päivi Rainò, U of Applied Sciences Humak; Katherine D. Rogers; Clara Sherley-Appel; Kristin Snoddon, U of Alberta; Karin Strobel, U Federal de Santa Catarina, Brazil; Hilary Sutherland; Rachel Sutton-Spence, U of Bristol, England; James Tabery, U of Utah; Jennifer Grinder Witteborg; Mark Zaurov.