This edited book presents the changes in Deaf education and Deaf culture in Latin America during the past 30 years. Developed by specialists in the region, it accomplishes a very needed task: to analyse with rigour the political, economic and social context against which Deaf education in Latin America has evolved. The book is accessible to all audiences, apart from Chapter 11 which albeit relevant, is perhaps too heavy on theory for the style of the book. The book emphasizes the need to transcend mere pedagogical approaches to bilingual Deaf education and directly consider the ‘politics of bilingual education’. Thus, the volume looks at bilingual Deaf education as a political tool which disrupts business-as-usual types of education. Particularly, it engages with the production and reproduction of knowledge around Deaf culture in Latin America, which has long been neglected, and it explains how Deaf culture is the key to the fightback. The book is a reminder that the transmission of language and culture largely through Deaf educators (Chapter 4) often occurs with an ill-conceived deficit approach still prevalent in the region (Preface), while at the same time it highlights the limitations of policies and evaluation mechanisms put in place for Deaf people in Latin America (Chapter 5 and 7). The suggestion then is to promote policies and practices of Deaf education with schools designed for and from the Deaf (Chapter 2) paying attention to the legal, political and practical difficulties of establishing inclusive practices that promote the rights of Deaf people (Chapter 4). As such, it is key to account for the cultural productions of Deaf communities, the power of Deaf movements (Chapter 3, 7 and 12) and community empowerment through media and education (Chapter 10) which are crucial to further understand the power dynamics of language; this happens, for instance, when the very framing and discourses around signing Deaf identity are sometimes used to justify the neglect of Deaf people in educational settings (Chapter 8). Furthermore, the book highlights the key role of Deaf educators in this bilingual context (Chapter 5). In addition, it explores the contradictory role of educational interpreters, who often provide a key service to the Deaf community (Chapter 6) and are important both for Deaf education and the study and teaching of sign language grammar (Chapter 7), but who also at times might violate the labour rights of Deaf people (Chapter 6). However, and despite some detractors of bicultural bilingual Deaf education, the book makes a strong case for the defence of Deaf culture by means of opening a debate with history, policy and politics (Chapter 12). The book questions governmental policies about Deaf people (Chapter 13), showing that the negotiation of culture (Chapter 3) and entry

中文翻译：

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改变与承诺：拉丁美洲的双语聋人教育与聋人文化

这本编辑过的书介绍了过去 30 年拉丁美洲聋人教育和聋人文化的变化。它由该地区的专家开发，完成了一项非常必要的任务：严格分析拉丁美洲聋人教育发展的政治、经济和社会背景。这本书可供所有读者阅读，除了第 11 章虽然相关，但对于本书的风格来说，理论可能过于沉重。这本书强调需要超越单纯的双语聋教育教学方法，直接考虑“双语教育的政治”。因此，该卷将双语聋人教育视为破坏一切照旧类型教育的政治工具。特别是，它致力于围绕拉丁美洲聋人文化的知识生产和再生产，长期以来一直被忽视，它解释了聋人文化如何成为反击的关键。这本书提醒人们，语言和文化的传播主要是通过聋人教育者（第 4 章）在该地区仍然普遍存在的考虑不周的赤字方法（序言），同时它强调了政策和为拉丁美洲聋人设立的评估机制（第 5 章和第 7 章）。然后建议通过为聋人设计的学校（第 2 章）来促进聋人教育的政策和实践，关注建立促进聋人权利的包容性实践的法律、政治和实践困难（第 4 章）。因此，关键是要说明聋人社区的文化产品，聋人运动的力量（第 3、7 和 12 章）以及通过媒体和教育赋予社区权力（第 10 章），这对于进一步了解语言的权力动态至关重要；例如，当围绕签署聋人身份的框架和话语有时被用来证明在教育环境中忽视聋人时，就会发生这种情况（第 8 章）。此外，该书强调了聋教育者在这种双语环境中的关键作用（第 5 章）。此外，它还探讨了教育口译员的矛盾角色，他们经常为聋人社区提供关键服务（第 6 章），对聋人教育和手语语法的研究和教学都很重要（第 7 章），但他们也有时可能会侵犯聋人的劳动权利（第 6 章）。然而，尽管有一些双文化双语聋人教育的批评者，这本书通过开启与历史、政策和政治的辩论，为捍卫聋人文化提供了强有力的理由（第 12 章）。这本书质疑政府关于聋人的政策（第 13 章），表明文化谈判（第 3 章）和入境