Postmodern Perspectives on Teaching Deaf Culture through Inclusive BISINDO Classrooms: Hearing Students Micro-Narratives
DOI:
https://doi.org/10.54259/mukasi.v5i2.7409Keywords:
Deaf Culture, BISINDO, Inclusive Education, Micro-Narratives, PostmodernismAbstract
The shift from medical to socio cultural perspectives on disability has positioned Deaf culture as a legitimate form of knowledge. In this context, Indonesian Sign Language (BISINDO) serves not only as a communication tool but also as a key marker of Deaf identity and cultural transmission. This study explores how Deaf culture is taught in inclusive BISINDO classrooms organized by GERKATIN, focusing on hearing students’ experiences as forms of micro-narratives. Using a qualitative, constructivist approach and drawing on Jean François Lyotard’s postmodern theory, data were collected through interviews and observations involving four hearing students and one Deaf teacher. The findings show that BISINDO classrooms challenge dominant assumptions that prioritize spoken language. The use of visual communication creates moments of discomfort and adaptation for hearing students, which become important parts of the learning process. Students’ experiences reveal that learning Deaf culture produces diverse interpretations rather than a single meaning. Additionally, Deaf teachers are recognized as legitimate knowledge holders based on lived experience. Overall, the study highlights BISINDO classrooms as spaces that promote knowledge diversity and shift traditional power relations in education.
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