Chapter 10: Colorblind Learners: A Social Model of Color Blindness in Language Learning
Ryota Moriya
Abstract
Since mandatory school color vision testing was abolished in 2003, institutional screening tests became optional at schools in Japan. Colorblind learners have long considered whether they should advocate for their needs and become recognized as having special needs or should keep hiding their needs and continue to be recognized as “normal”. They may be inclined to choose the latter in which pedagogies and learning materials create environments where colorblind learners feel unsafe to advocate their learning needs in class. This study highlights a theoretical shift in the notion of color blindness, from an impairment towards a socially constructed disability, considering social models of disability. The chapter concludes with a discussion on whether the social model of color blindness could provide useful insight into accessible pedagogies and inclusive learning environments.
About the Contributor
Ryota Moriya is an Assistant Professor at Chuo University. He has a PhD in International Studies. His research interests include color-blindness, disability studies in education, accessibility in language learning, and Foucauldian genealogical discourse analysis.
Citation
Moriya, R. (2024). Colorblind learners: A social model of color blindness in language learning. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 194-205). Candlin & Mynard. https://doi.org/10.47908/30/10
Since mandatory school color vision testing was abolished in 2003, institutional screening tests became optional at schools in Japan. Colorblind learners have long considered whether they should advocate for their needs and become recognized as having special needs or should keep hiding their needs and continue to be recognized as “normal”. They may be inclined to choose the latter in which pedagogies and learning materials create environments where colorblind learners feel unsafe to advocate their learning needs in class. This study highlights a theoretical shift in the notion of color blindness, from an impairment towards a socially constructed disability, considering social models of disability. The chapter concludes with a discussion on whether the social model of color blindness could provide useful insight into accessible pedagogies and inclusive learning environments.
About the Contributor
Ryota Moriya is an Assistant Professor at Chuo University. He has a PhD in International Studies. His research interests include color-blindness, disability studies in education, accessibility in language learning, and Foucauldian genealogical discourse analysis.
Citation
Moriya, R. (2024). Colorblind learners: A social model of color blindness in language learning. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 194-205). Candlin & Mynard. https://doi.org/10.47908/30/10
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...