Abstract：
In this article, we visualize a framework of the intersectionality of literacy, spatial justice, and multimodality in teaching literacy to Filipino Deaf students. We propose a metaphor-based framework and discuss how it can be used in teaching literacy to Filipino Deaf students through classroom examples as well as suggestions and recommendations for teachers. We do this mainly through redefining the term literacy, allowing students access to different modalities, and restructuring learning spaces. We also explore the relationship between spatial justice and the concept of Deaf Space and how this applies in the \"new normal\" of online learning due to the pandemic. We also address the issue of how classroom and education structure may inadvertently produce spatial injustice, especially for Deaf students. Implications and additional questions in teaching Filipino Deaf students are also discussed.
摘要：
在这篇文章中,我们想象出一个识字的交叉性框架，空间正义,以及向菲律宾聋人学生教授识字的多模态。我们提出了一个基于隐喻的框架，并讨论了如何通过课堂示例以及对教师的建议和建议将其用于菲律宾聋人学生的识字教学。我们主要通过重新定义识字这个术语来做到这一点，允许学生使用不同的模式，重组学习空间。我们还探讨了空间正义与聋人空间概念之间的关系，以及由于大流行，这如何适用于在线学习的“新常态”。我们还解决了课堂和教育结构如何无意中产生空间不公正的问题，尤其是聋哑学生。还讨论了教学菲律宾聋人学生的含义和其他问题。
