Critical Ethic Reflexivity Field Study

Criticalism

It facilitates to understand the discrimination, unjust social structure, domination, power practice etc in certain culture. There exists hierarchy and domination between teachers and students in terms of teaching learning activities. The teacher may dominate the hearing impaired students assuming that they are differently abled children. The UN convention of right to child (2011) has assured the equal opportunity of education to hearing impaired children. But in practical situation they may be deprived of it. The teacher may have the concept that there is no any use of teaching English language to such children. Even if such children are kept in inclusive school they feel marginalized. Marginalized in the sense that both, hearing and hearing impaired, children are being taught the same mainstream curriculum. However, the hearing impaired children may feel some comfort in such context because they may learn something through speech read but the hearing children may feel humiliated because the instruction techniques do not match to each other. Therefore, to discover new knowledge and to give justice to such hearing impaired children in ELT practices this paradigm becomes suitable.

Methodology: Critical Ethnography I will use critical ethnography as my research methodology

As a researcher I will attempt regularly to consider my own thoughts and actions in light of field study. Reflexivity is an ongoing critique and critical reflection of researchers’ biases and assumptions and how these have influenced all stages of the research process. For this I will continually critique and locate meanings and relate these to specific contexts and experiences. I will also critique the established structure of beliefs, values and practices that are used to define organize and interpret reality in the field of