The article "The Aesthetics of OER, Deaf Pedagogy, and Curriculum Design Contra the “Wicked” Policy of Deaf Education" authored by Joanne Weber and Michael Skyer, emanates from a comprehensive research undertaken at the University of Alberta, Canada, and the Rochester Institute of Technology, United States of America. It unveils the complex dilemma surrounding the education of deaf individuals in North America, emphasizing the pressing need to reevaluate and reform the prevailing policies and pedagogical approaches.
The authors contend that the current policies are "wicked" in that they fail to provide a truly inclusive and appropriate educational framework for deaf students, despite significant efforts by students, parents, educators, and policymakers.
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This critical analysis not only questions the existing pedagogical practices but also explores the potential of Open Educational Resources (OER) and specific pedagogy for the deaf in curriculum design. Weber and Skyer endeavor to offer more effective and empathetic solutions towards bilingual and accessible education for the deaf community, advocating for a radical shift in how deaf education is conceptualized and implemented.
Through a review of literature and the development of an innovative theoretical framework that merges positive design for the deaf with OER, the study provides a refreshing and profound insight into how the current challenges in deaf education could be surmounted, promoting a pedagogy that values and respects the differences and needs of this community.
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How to cite: Weber, J., & Skyer, M. (2022). The Aesthetics of OER, Deaf Pedagogy, and Curriculum Design Contra the “Wicked” Policy of Deaf Education. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 73-96. https://doi.org/10.5944/ried.25.2.33083
