This qualitative study examines narratives of identity among deaf adults in Denmark who were raised within the Bilingual–Bicultural programme of education. At a time of threat to sign language and the Deaf community, the study explores the distinctiveness of a minority cultural identity rooted in sign language and elaborated through Deaf norms and values. Applying the social psychological theories of social identity and social representations, the analysis shows that while Deaf identity is developed through and against forces of marginalisation and the medicalising system of representation that cochlear implants reify, it both celebrates Deaf culture and embraces cross-cultural dialogue and exchange. The findings run against existing models of deaf identity that posit discrete Deaf (immersive) and bicultural identities. They also disclose the importance of studies of social identity that retrieve the theory’s original emphasis on cultural systems and context to explain identities and intergroup dynamics. Finally, the study has resonances for disability and other minority studies and movements that seek to pay attention to socially creative processes of critiquing normativity and enlarging understandings of culture and identity.

这项定性研究考察了在双语-双文化教育计划中成长的丹麦聋人成年人的身份叙事。在手语和聋人社区受到威胁的时候，该研究探索了一种以手语为根源并通过聋人的规范和价值观进行阐述的少数民族文化特征的独特性。运用社会认同和社会表征的社会心理学理论，分析表明，聋哑人身份是通过和抵制边缘化力量和人工耳蜗植入物所代表的医疗化表征系统而发展的，既庆祝聋哑文化，又接受跨文化对话，交换。这些发现与现有的聋人身份模型背道而驰，这些模型提出了离散的聋人（沉浸式）身份和双重文化身份。他们还揭示了社会认同研究的重要性，这些研究使该理论最初对文化系统和背景的强调成为可能，以解释身份和群体间的动态。最后，该研究在残疾人和其他少数群体研究和运动中引起共鸣，这些研究和运动力求关注社会创新过程，以规范规范，扩大对文化和身份的理解。