Abstract
ABSTRACT As cochlear implants become the gold standard in intervening on deafness around the world, teachers of deaf children are increasingly expected to have technological expertise and to ensure that cochlear implants, and other hearing technology, are being used and that they are working. Students are only considered “ready to learn” if they are using their technology. Drawing from ethnographic research and semi-structured interviews with educators, families, surgeons, speech and language therapists, and audiologists in Indian cities, this article mobilises two conceptual frameworks from medical anthropology and public health – the “biotechnical embrace” and the “structural competency framework” to argue that teachers of deaf children, both in India and internationally, need to think and work beyond technology. Ultimately, focusing on a child does not mean focusing (only) on technology but rather on seeing a child as enmeshed in social, political, educational, and economic structures and relations. Expanding educators’ focus to consider micro and macro scales is especially urgent now, as countries around the world implement programmes in which technology is the goal.
Published Version
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