ABSTRACT
With few exceptions, a hearing perspective controls the direction of deaf education nationally and internationally. People who are hearing have a powerful influence over decisions that affect legislation, policies, professional organizations, research agendas, and curricular decisions related to deaf education. Although this situation is changing in some arenas, people who are deaf often have relatively less influence than their hearing counterparts in shaping the educational agenda. The authors, one deaf and one hearing, relate their views on the challenge of changing this imbalance of power and discuss their personal experiences as friends and professional collaborators as they offer strategies for creating and nurturing partnerships between people who are deaf and people who are hearing.
