Original Article
Authors: Mark Gobble (University of Texas) , Grace Hamilton (University of Texas) , Carrie Lou Garberoglio (University of Texas) , Michael Wynne (University of Texas)
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.
Keywords: Representation, publishing, deaf education research, positionality
How to Cite: Gobble, M. , Hamilton, G. , Garberoglio, C. L. & Wynne, M. (2012) “Deaf Education/Deaf Studies Current Research: Questions of Complexity and Variations”, Deaf Studies Digital Journal. 3(0). doi: https://doi.org/10.3998/15499139.0003.156