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Dysconscious Audism
Dysconscious audism is the acceptance of dominant hearing norms, privileges, and cultural values by deaf individuals, and the subsequent perception of hearing society as being more appropriate than Deaf society. It is considered dysconscious because individuals who manifest dysconscious audist behavior and beliefs have an awareness of the oppression facing them and other deaf individuals. In spite of this awareness, they still have not fully rejected all forms of that oppression and have not developed their own deaf consciousness and identity to its maximum potential.
Factors Contributing to Dysconscious Audism
Several factors contribute to the manifestation of dysconscious audism in deaf people. These include the power of the dominant majority, the acceptance of a pathological perspective of deafness, limited access to resources for the full development of ...
- Deaf Community
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- Psychology, Multicultural
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- Adoption
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- Deaf Culture: Art
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- Education, History of Total Communication in
- Hearing People in Deaf Education
- Residential Schools, History of
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- Deaf Education: Philosophy
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- Oralism, Philosophy and Models of
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- Deaf Education: Policy and Curriculum
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- Classroom, Signing in the
- Educational Assessment Measures
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- Teacher Training, Bilingual
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- Deaf Studies
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- Deaf Theory
- deaf/Deaf: Origins and Usage
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- Dysconscious Audism
- Geographies
- Journals, Deaf Studies
- Transnationalism
- Deaf Studies: Social Justice
- Audism
- Bioethics
- Deaf Dean Now Protest
- Deaf Drivers and Deaf Workers: Advocacy Work of the National Association for the Deaf
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- Deaf Rights Activism, Global Protests
- Driving Restrictions Protests
- Equality Issues
- Eugenics
- Unity for Gallaudet Protest
- Employment
- Business Owners and Entrepreneurs
- Employment: Affirmative Action
- Employment: Career Opportunities and Choices
- Employment: Depression and the New Deal
- Employment: Government Assistance
- Employment: Labor Bureaus
- Employment: Oppression
- Employment: Peddling
- Employment: Rehabilitation Services Administration
- Employment: U.S. Works Progress Administration
- Identity
- Children of Deaf Adults
- Children, Deaf, of Deaf Parents
- Children, Deaf, of Hearing Parents
- Deaf Culture
- Deafhood
- Group Membership and Exclusion
- Identity Development
- Labeling
- Surdescence
- Language: Attitudes and Planning
- Bilingualism, Philosophy and Models of
- International Day of Sign Language
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- Literacy
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- Sign Language, Endangered
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- Language: Interpreting
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- Interpreting
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- Interpreting, History of
- Interpreting, Legal
- Interpreting, Medical
- Interpreting: Agencies
- Interpreting: Deaf Interpreter
- Interpreting: Tasks
- National Multicultural Interpreter Project
- Language: Linguistics
- Bilingualism
- Cognitive Processes
- Deaf Learners, Cognition of
- Language Acquisition and Development
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- Language Contact of Spoken and Signed Languages
- Linguistics: Etymology
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- Linguistics: Gestures and Homesigns
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- Language: Sign Language
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- Baby Signs
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- Sign Language as Academic Language
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- Sign Language: Africa
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- Sign Language: Eastern Europe
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- Americans with Disabilities Act
- Architectural Barriers Act of 1968
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- Commission on the Education of the Deaf
- Communications Act: Section 255
- Community Television of Southern California v. Gottfried
- Costner v. United States
- Department of Education, U.S.
- Eckstein v. Kirby
- Education Laws, Federal: Impact on Education of the Deaf
- Education of the Deaf Act of 1986
- Flail v. Bolger
- Hendrick Hudson Board of Education v. Rowley
- Human Fertilisation and Embryology Act of 2008
- Jackson v. Indiana
- Jones v. Illinois Department of Rehabilitation Services
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- Hearing Mechanisms, Internal
- Inventors
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- Technology, Tactile
- Technology, Wireless
- Teletypewriter (TTY)
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