Original Article
Deaf Education/Deaf Studies Current Research: Questions of Complexity and Variations
Authors
- Mark Gobble (University of Texas)
- Grace Hamilton
(University of Texas)
- Carrie Lou Garberoglio
(University of Texas)
- Michael Wynne
(University of Texas)
Abstract
The number of deaf people who are pursuing their doctorate degrees, have completed their doctorates, or hold faculty positions has steadily increased over time. It thus becomes critical to examine their roles in deaf education research. This examination involved an analysis of authorship in deaf education journals from 1999 to 2009, focusing on odd numbered years (1999, 2001, 2003, 2005, 2007, and 2009). The three targeted journals selected for analysis were The Journal of Deaf Studies and Deaf Education, American Annals of the Deaf, and the Volta Review. In these journals, the numbers of deaf authors who had made scholarly contributions within these journals were identified.
Authors
- Mark Gobble (Deaf Education, University of Texas)
-
Grace Hamilton
(University of Texas)
-
Carrie Lou Garberoglio
(Educational Policy, University of Texas)
-
Michael Wynne
(ASL, University of Texas)
Keywords: Representation , publishing , deaf education research , positionality