South-South collaboration in realising the impacts of Peer-to-Peer Deaf Multiliteracies research in India, Uganda, and Nepal

该项目源于对“点对点聋人多元读写”的研究，即聋人手语使用者可以通过与聋人导师以现实生活中相关和自我生成的方式学习语言、读写和相关技能。先前的研究表明，可以开发和调整新的学习生态系统，使其适用于全球南方国家不同群体的失聪儿童和失聪青年。通过这个项目，我们与印度、乌干达和尼泊尔的合作伙伴合作，进一步将同伴对同伴聋人多元读写研究的关键要素引入具体的教育环境。开展这项工作的关键要素是对年轻聋人专业人员的能力建设、多方利益攸关方与相关教育子系统主要参与者的接触，以及有效的南南合作。为此，我们的工作将创建一系列材料（课程、教师手册材料、教学/学习材料和最佳实践示例），为每个合作伙伴国家的聋人专业人员提供新角色的支持。这项工作的背景是，越来越多的人呼吁残疾人在与他们有关的所有事务中发挥积极作用，例如，2018年英国全球残疾人峰会产生的“变革宪章”。因此，该项目从“聋人主导的研究”议程进一步转向在聋人教育中实现“聋人主导的实践”。为此，我们遵循三个伙伴国的共同影响途径，最终开发培训方案、人力资源和双语教学/学习材料，从而进一步推出针对聋人手语使用者的创新学习生态系统。

This project arises from research on "Peer to Peer Deaf Multiliteracies" - the idea that deaf sign language users can learn language, literacy and allied skills by working with deaf tutors in real-life relevant and self-generated ways. This previous research has shown that new ecosystems of learning can be developed and adapted to be used with different groups of deaf children and deaf youth in countries of the Global South.With this project, we go a step further towards introducing key elements from Peer to Peer Deaf Multiliteracies research into concrete educational contexts, working with partners in India, Uganda, and Nepal. Crucial elements in pursuing this work are capacity building with young deaf professionals, multi-stakeholder engagement with key players in the relevant educational sub-systems, and effective South-South collaboration. To this effect, our work will create a range of materials (curricula, teachers' handbook materials, teaching/learning materials, and best practice examples) underpinning newly arising roles for deaf professionals for use in each partner country. This work takes place in the context of increasing calls for people with disabilities to take an active role in all matters that concern them, e.g. in the "Charter for Change" that resulted from the 2018 Global Disability Summit in the UK. This project therefore moves from a "deaf-led research" agenda further towards enabling "deaf-led practice" in deaf education. We do this by following a common impact pathway for the three partner countries, at the end of which training options, human resources, and bilingual teaching/learning materials are developed to a point where a further roll-out of innovative ecosystems of learning for deaf sign language users becomes possible.