However, people with hearing Impairment exhibit low Health Literacy (HL) because of their lack of proficiency in using conventional communication such as spoken and written communication (Pollard Jr et al., 2009 Middleton et al., 2010 McKee et al., 2015 Chiluba et al., 2019), which is related to their low literacy level (Ladd, 2003 McKee, 2012 Glickman and Hall, 2018 Leigh, Andrews and Harris, 2018). The more access and use of health information by the community, the more people can protect themselves from health risks (McQueen et al., 2007). Toward the horizon of radical equality, our staunchly anarchist analysis of deaf education argues that to guide deaf‐positive system change neoliberalism is inert and neo‐fascism anathema. Centering anarchism in deaf education also generates succor for ongoing struggles about sign language in deaf communities. Reframing systemic dilemmas in deaf education via anarchism is a novel, beneficial praxis that’s only been tangentially explored. Finally, both groups exhibit a stubborn, existential refusal to be subdued or ruled by outsiders. Third, direct action tactics overlap in both groups: When facing internal or external threats, both communities effectively rally local mechanisms to affect change. Second, mutual aid is integral-like anarchists who work arm‐in‐arm, deaf individuals and groups exhibit uncanny solidarity across political, cultural, technological, linguistic, and geographical boundaries.
First, collectivism is necessary for survival in anarchist and deaf communities toward shared goals including equity in education, social labor, and politics. To this end, we synthesize four thematic loci where anarchism overtly aligns with constructs immanent in deaf communities. To revitalize deaf education, address these contradictions, and eliminate incoherence, we posit that a deafled systemic transformation of deaf education is necessary furthermore, we argue it may best be realized through theories and actions constitutive of anarchism. Unreconciled tensions cause stagnation, not regeneration, and harmful dissensus in deaf educational sub‐systems. Deaf education is an incoherent macrosystem whose sub‐systems-e.g., biomedical vs.
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