Exploring the literacy learning journeys of deaf professional adults in Mexico

This PhD thesis critically examines the literacy acquisition and educational experiences of Deaf adults in both formal and informal educational settings, drawing insights from eight Deaf professionals and twelve hearing practitioners living in one Mexican region. It addresses a significant gap in research on Deaf education by focusing on the unique historical, cultural, and linguistic factors shaping the educational landscape in Mexico.

Previous literature critiques the dominance of oralist teaching methods that prioritise spoken over sign language, hindering Deaf individuals’ literacy acquisition. This thesis challenges these biases by redefining Deaf literacy to include multimodal approaches, such as sign languages and visual communication, grounded in Deaf people’s lived experiences.

The research is innovative in its application of three theoretical frameworks to the Mexican context: Critical Realism, Capabilities Theory, and Deaf-LatCrit. Together, they aid a comprehensive exploration of the intersectional challenges faced by Deaf individuals. They support a nuanced exploration of the interplay between structural barriers, individual agency, systemic oppression, and cultural identity, yielding valuable insights into the dynamics of empowerment and inclusion in Deaf education.

The study utilised two complementary methods to investigate the experiences and challenges of Deaf individuals in Mexico’s education system. The first component employed narrative life history research in Mexican Sign Language (LSM) with Deaf professionals, uncovering deep insights into their personal and educational trajectories. It highlighted how they interpret their experiences, navigate systemic challenges, and leverage agency to overcome barriers, while emphasising the influence of family dynamics and poverty within a socio-economic context shaped by cultural and linguistic obstacles.

The second component involved semi-structured interviews with hearing practitioners experienced in teaching literacy to Deaf students. These interviews provided a detailed understanding of inclusive education in Mexico, identifying systemic difficulties educators face in addressing the needs of Deaf learners. By integrating findings from both components, the study illuminated pervasive barriers to inclusive education, including limited resources, inadequate educational options, and ineffective teaching practices, offering a holistic understanding of the structural inequities hindering educational equity for Deaf individuals.

The analysis demonstrates that entrenched audism, ethnocentrism and insufficient policy implementation significantly impede the educational progress of Deaf individuals in Mexico. These challenges are further exacerbated by the insufficiency of culturally appropriate teaching methods and inadequate support for multilingual education incorporating Mexican Sign Language. Despite these systemic obstacles, Deaf professionals demonstrate remarkable resilience and agency, forging their own paths to literacy. They employ innovative strategies, such as fostering support networks within the Deaf community, advocating for systemic reforms, and leveraging their cultural and linguistic assets to advance professionally and personally.