Abstract

When, during the Revolution, the French government committed to supporting the education of Deaf people, they left it to teachers to determine the methods and contents of this education. Less than a century later, the Ministry of the Interior of the third Republic reformed the teaching in use in most institutions in the direction of methods of pure speech. This moment coincided with the development of new categories to classify children in relation to the educational project, especially ‘backward’ and ‘abnormal’ at the turn of the twentieth-century. While Deaf writers did not oppose the teaching of speech, they soon questioned the legitimacy of this reform, and exposed the threats it posed for the development of Deaf pupils. In addition to examining the stakes and the impacts of the political decision, this paper will analyze the development of a poetics of contestation throughout Deaf writing, as manifested in the adoption of a variety of rhetorical strategies, ranging from irony to critical analysis, in the rewriting of the category of abnormality. This article will show how these years of struggle were also years of emancipation, insofar as the acquisition of language became a poetical and political act.

中文翻译：

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异常的幽灵：20世纪初的聋教育与竞争诗学

摘要

在大革命期间，法国政府承诺支持聋人教育时，他们让教师来决定这种教育的方法和内容。不到一个世纪后，第三共和国内政部改革了大多数机构的教学，朝着纯言语方法的方向发展。这一时刻恰逢与教育项目相关的新类别的发展，特别是在 20 世纪之交，特别是“落后”和“异常”。虽然聋人作家并不反对演讲教学，但他们很快就质疑这项改革的合法性，并暴露了它对聋人学生发展的威胁。除了审查政治决定的利害关系和影响之外，本文将分析整个聋人写作中争论的诗学的发展，表现为在改写异常类别时采用了从反讽到批判性分析的各种修辞策略。本文将展示这些年的斗争如何也是解放的年头，因为语言的习得变成了一种诗意和政治行为。