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Featured researches published by Maartje De Meulder.


American Annals of the Deaf | 2013

Understanding Deafhood: In Search of Its Meanings.

Annelies Kusters; Maartje De Meulder

The authors argue that Deafhood (a term coined by Dr. Paddy Ladd) is an open-ended concept with an essentialist core. They describe how deaf people who have attended their Deafhood lectures and workshops have perceived different aspects of the Deafhood concept, and compare the basic tenets of Deafhood and criticisms on Deafhood to theories and criticisms on feminist essentialisms. The authors find that the vagueness and wideness of the Deafhood concept is one of its strengths, though they also find that it is in some respects problematic to combine and unite ontology and liberation theory in one concept. They further suggest that the ontological aspects of Deafhood need to be foregrounded. The question of essentialism inherent in the Deafhood concept is also briefly discussed with regard to hearing people, the use of spoken language, and the use of amplification technology and cochlear implants.


International Journal of Inclusive Education | 2018

Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities

Joseph J. Murray; Kristin Snoddon; Maartje De Meulder; Kathryn Underwood

ABSTRACT This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood in education for all learners with intersectional identities. We outline the legislative history of the CRPD and Article 24, show the active involvement of deaf advocacy organisations, and highlight contradictions with this history in the CRPD Committee’s recent General Comment No. 4 on Article 24. We provide examples of innovative models of inclusive education for deaf learners that provide an education in sign language and discuss the implications of these arguments for inclusive education as a whole.


Archive | 2017

Innovations in deaf studies: The role of deaf scholars

Annelies Kusters; Maartje De Meulder; Dai O'Brien


Archive | 2017

Innovations in Deaf Studies: Critically Mapping the Field

Annelies Kusters; Maartje De Meulder; Dai O'Brien


Archive | 2015

On "diversity" and "inclusion": Exploring paradigms for achieving Sign Language Peoples' rights

Annelies Kusters; Maartje De Meulder; Michele Friedner; Steve Emery


Human Rights Quarterly | 2018

An Education in Sign Language as a Human Right?: The Sensory Exception in the Legislative History and Ongoing Interpretation of Article 24 of the UN Convention on the Rights of Persons with Disabilities

Joseph J. Murray; Maartje De Meulder; Delphine le Maire


Language Problems and Language Planning | 2017

Buttering their bread on both sides?: The recognition of sign languages and the aspirations of deaf communities

Maartje De Meulder; Joseph J. Murray


Archive | 2018

Sign Language Communities

Maartje De Meulder; Verena Krausneker; Graham H. Turner; John Bosco Conama


Human Rights Quarterly | 2018

An Education in Sign Language as a Human Right? An Analysis of the Legislative History and on-going Interpretation of Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD).

Maartje De Meulder; Joseph J. Murray; Delphine le Maire


Applied linguistics review | 2018

“So, why do you sign?” Deaf and hearing new signers, their motivation, and revitalisation policies for sign languages

Maartje De Meulder

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Dai O'Brien

York St John University

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