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
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Research
Research interests
- Disability Studies
- Deaf Studies
Research networks
Centre for Special Educational Needs and Disability
Links
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Publications
Books
Anglin-Jaffe H (2012). Sign, Text, Truth: the Presence of Deafness.
Journal articles
Anglin-Jaffe H (In Press). Isolation and aspiration: deaf adults reflect on the educational legacy of special schooling. British Educational Research Journal
Zhang D, Ke S, Anglin-Jaffe H, Yang J (In Press). Morphological awareness and DHH students’ reading-related abilities: a meta-analysis of correlations.
Journal of Deaf Studies and Deaf Education Abstract.
Koutsouris G, Anglin-Jaffe H, Stentiford L (2020). How well do we understand social inclusion in education?.
British Journal of Educational Studies 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). 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, London: Palgrave Macmillan UK, 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.
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Supervision / Group
Postgraduate researchers
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