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Dr Hannah Anglin-Jaffe

Dr Hannah Anglin-Jaffe

Lecturer in Special Educational Needs

 4971

 +44 (0) 1392 724971

 North Cloisters NC119

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

My main area of research is the experience of learners labelled with disabilities and Special Educational Needs. In particular I am interested in the intersections between language, difference and belonging as experienced by individuals who are deaf and who use sign language.  I have published on my work exploring the relationship between Deaf Culture and inclusive education.  I am currently conducting a British Academy funded research project about the importance of schools for the deaf for Deaf people: The Deaf School: Bastion of Deaf Culture or Institution of Exclusion?

I am the Pathway leader for the Masters in Special Educational Needs and I am module leader for modules that focus on international perspectives on inclusive education and approaches to teaching and learning for learners with special educational needs.

I currently supervise doctoral students on a range of topics related to Disability Studies and Special Educational Needs and particularly welcome enquiries from students interested in exploring issues around sign language and education.

Career

I joined the University of Exeter in 2010. Previously, I lectured at the University of Plymouth and gained my doctorate from the University of Reading.

Research group links

Publications

Key publications | Publications by category | Publications by year

Key publications


Anglin-Jaffe HA (2015). De-colonising deaf education: an analysis of the claims and implications of the application of post-colonial theory to deaf education. In Lesnik-Oberstein K (Ed) Rethinking Disability Theory and Practice, Palgrave, 76-97.  Abstract.
Anglin-Jaffe HA (2013). 'Signs of Resistance: Peer Learning of Sign Language within ‘Oral’ Schools for the Deaf'. Studies in Philosophy and Education(Special Issue: Child as Educator). Abstract.
Anglin-Jaffe H (2013). From “Freak-Show” to “Charity Case”: the “containment” of deafness in Wilkie Collins’s Hide and Seek. Journal of Literary and Cultural Disability Studies Abstract.
Anglin-Jaffe H (2011). Reading the ‘happy child’: normative discourse in wellbeing education. In Lesnik-Oberstein K (Ed) Children in Culture, Revisited: Further Approaches to Childhood, Palgrave, 73-89.
Anglin-Jaffe H (2011). Sign, Play and Disruption: Derridean Theory and Sign Language. Culture, Theory and Critique, 52(1), 29-44. Abstract.

Publications by category


Books

Anglin-Jaffe H (2012). Sign, Text, Truth: the Presence of Deafness.

Journal articles

Anglin-Jaffe HA (2013). 'Signs of Resistance: Peer Learning of Sign Language within ‘Oral’ Schools for the Deaf'. Studies in Philosophy and Education(Special Issue: Child as Educator). Abstract.
Anglin-Jaffe H (2013). From “Freak-Show” to “Charity Case”: the “containment” of deafness in Wilkie Collins’s Hide and Seek. Journal of Literary and Cultural Disability Studies Abstract.
Anglin-Jaffe H (2011). Sign, Play and Disruption: Derridean Theory and Sign Language. Culture, Theory and Critique, 52(1), 29-44. Abstract.

Chapters

Anglin-Jaffe HA (2015). De-colonising deaf education: an analysis of the claims and implications of the application of post-colonial theory to deaf education. In Lesnik-Oberstein K (Ed) Rethinking Disability Theory and Practice, Palgrave, 76-97.  Abstract.
Anglin-Jaffe H (2011). Reading the ‘happy child’: normative discourse in wellbeing education. In Lesnik-Oberstein K (Ed) Children in Culture, Revisited: Further Approaches to Childhood, Palgrave, 73-89.
Smith H (2009). Including Deaf Culture: Deaf Young People and Participation. In Gibson S, Haynes J (Eds.) Perspectives on Participation and Inclusion, Continuum Intl Pub Group.

Conferences

Smith H (2010). ‘Should Schools be Responsible for Children’s Happiness? Discourses of Idealism and Normativity in Wellbeing Education’. Athens Institute for Education and Research. 24th - 26th May 2010. Abstract.
Smith H (2010). ‘The Student Experience of Social Learning: an Evaluation of Pedagogical Approaches to Work-Based Learning’. British Education Research Association. 1st - 5th Sep 2010. Abstract.

Publications by year


2019

Anglin-Jaffe H (2019). Special Schools for the Deaf: Bastions of Deaf Culture or Institutions of Exclusion?.  Abstract.

2015

Anglin-Jaffe HA (2015). De-colonising deaf education: an analysis of the claims and implications of the application of post-colonial theory to deaf education. In Lesnik-Oberstein K (Ed) Rethinking Disability Theory and Practice, Palgrave, 76-97.  Abstract.

2013

Anglin-Jaffe HA (2013). 'Signs of Resistance: Peer Learning of Sign Language within ‘Oral’ Schools for the Deaf'. Studies in Philosophy and Education(Special Issue: Child as Educator). Abstract.
Anglin-Jaffe H (2013). From “Freak-Show” to “Charity Case”: the “containment” of deafness in Wilkie Collins’s Hide and Seek. Journal of Literary and Cultural Disability Studies Abstract.

2012

Anglin-Jaffe H (2012). Sign, Text, Truth: the Presence of Deafness.

2011

Anglin-Jaffe H (2011). Reading the ‘happy child’: normative discourse in wellbeing education. In Lesnik-Oberstein K (Ed) Children in Culture, Revisited: Further Approaches to Childhood, Palgrave, 73-89.
Anglin-Jaffe H (2011). Sign, Play and Disruption: Derridean Theory and Sign Language. Culture, Theory and Critique, 52(1), 29-44. Abstract.

2010

Smith H (2010). ‘Should Schools be Responsible for Children’s Happiness? Discourses of Idealism and Normativity in Wellbeing Education’. Athens Institute for Education and Research. 24th - 26th May 2010. Abstract.
Smith H (2010). ‘The Student Experience of Social Learning: an Evaluation of Pedagogical Approaches to Work-Based Learning’. British Education Research Association. 1st - 5th Sep 2010. Abstract.

2009

Smith H (2009). Including Deaf Culture: Deaf Young People and Participation. In Gibson S, Haynes J (Eds.) Perspectives on Participation and Inclusion, Continuum Intl Pub Group.

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