Publishes research on cognition and meaning-making from a sign language-centered perspective. DeafMind examines visual-kinesthetic, spatial, and embodied forms of thinking, and how these are associated with different ways of structuring and creating knowledge beyond spoken-language-based frameworks. 

Publishes research on teaching, learning, and curriculum development grounded in Deaf epistemologies. It focuses on educational practices designed from Deaf perspectives, while contributing to broader understandings of visual, spatial, and embodied approaches to knowledge and learning. 

Publishes research that foregrounds the epistemic value of Deaf perspectives as a source of distinct ways of organizing knowledge and inquiry. It addresses epistemic injustice in education and research through participatory approaches that center Deaf agency and interpretive sovereignty. 

This section provides space for short contributions, reflections, and comments across languages and modalities.
It foregrounds dialogic exchange and enables timely, situated contributions that complement and extend articles and teaching units; as citable contributions, authorship should be acknowledged when used or referenced. 

On this website, we offer research-informed DeafDidaktik teaching units designed from Deaf perspectives.
They translate Deaf epistemologies into concrete educational practice and may be contributed by researchers and educators; as citable contributions, their authorship is recognized and should be acknowledged when used in educational contexts. 

This section publishes books and shorter formats across DeafMind, DeafDidaktik, and DeafParticipation.

Contributions may be presented in written or sign language, and can be made available as open access or for purchase, supporting diverse forms of Deaf-centered knowledge production.