Critical mass and positioning in mainstream deaf education.
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| Title: | Critical mass and positioning in mainstream deaf education. |
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| Authors: | Prinzi, Lisa M1 (AUTHOR) |
| Source: | Journal of Deaf Studies & Deaf Education. Jul2026, Vol. 31 Issue 3, p449-459. 11p. |
| Subject Terms: | *School environment, *Interprofessional relations, *Mainstreaming in special education, *Communities, *Experience, *Students, *Education of the deaf, *Research, *Research methodology, *Professional employee training, Medical interpreters, Grammar, Interviewing, Statistical sampling, Membership, Social role, Work experience (Employment), Thematic analysis, Metropolitan areas, Rural conditions, Data analysis software, Video recording |
| Abstract: | This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass—defined as multiple deaf students and interpreters—is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass—defined as multiple deaf students and interpreters—is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10814159 |
| DOI: | 10.1093/jdsade/enaf085 |
