thesis statement about deaf culture

• UNH Library

• < Previous

Home > STUDENT > THESIS > 73

Master's Theses and Capstones

Deaf people in a hearing world: a qualitative study of cultural identity issues.

Brianna J. Daisy , University of New Hampshire, Durham

Date of Award

Spring 2008

Project Type

Program or major, degree name.

Master of Arts

First Advisor

David J Hebert

The primary goal of this study was to determine the potential factors that influence the process of cultural identity development for deaf people in a predominantly hearing world. This qualitative study utilized a phenomenological research design in an effort to capture the essence of the experience of growing up deaf and the meaning each participant made of his experiences as they related to his life. Semi-structured interviews were conducted with five male participants ranging in age from mid-20s to mid-30s. The interviews were transcribed and thoroughly analyzed to pull out common themes and ideas, leading to the conclusion that the main factors that affect cultural identity in deaf individuals are: family (with a heavy emphasis on the parents), deaf peers, educational settings from childhood through college, and perceived societal feedback.

Recommended Citation

Daisy, Brianna J., "Deaf people in a hearing world: A qualitative study of cultural identity issues" (2008). Master's Theses and Capstones . 73. https://scholars.unh.edu/thesis/73

Since March 09, 2018

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Contributors

• Submit Research

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

• Homework Help
• Essay Examples
• Citation Generator
• Writing Guides
• Essay Title Generator
• Essay Outline Generator
• Flashcard Generator
• Plagiarism Checker
• Paraphrasing Tool
• Conclusion Generator
• Thesis Statement Generator
• Introduction Generator
• Literature Review Generator
• Hypothesis Generator
• Communications
• Deaf Culture Essays

Deaf Culture Essays (Examples)

134+ documents containing “deaf culture” .

Filter by Keywords:(add comma between each)

Deaf culture.

Deaf Culture Deaf President Now! "Deaf President Now!" summarized the student protests of March 1998, of the appointment the 7th hearing President of Gallaudet University. This video was very moving; it showed students fervently campaigning for the removal of the newly appointed hearing President of Gallaudet University Mrs. Zinser. The Gallaudet community felt it was time to have a deaf President. The protest spanned nearly a week, there were no classes held as students took to the streets to protest the appointment Zinser. The Gallaudet community even went so far as to create mock dolls of Zinser and burn them in the streets. I doubt they wanted her dead but that was just how strongly they felt about her removal and the placement of a deaf person as President of the school. I wasn't shocked when the Board gave in to the students' demands. Zinser finally resigned making way for a deaf man….

What similar documentaries/films today address this same issue? Have deaf people finally found their voice in society? Or, has there been no progress?

How has the hearing world made advances to be more inclusive? How, as a hearing person ensure that am I doing my part to create an inclusive environment?

I was able to locate a very similar film to "See What I Say," it is called "See What I'm Saying: Deaf Entertainers Documentary." It is a modern twist on the 1981 movie, "See What I Say." Even though the movies aren't related, "See What I'm Saying" follows 4 deaf entertainers for one year. It chronicles not only their professional lives but their personal lives as well. From watching the clips, it would appear that the Deaf Culture has made progress in the last 30 or so years, but there still remains much work to be done. Being deaf remains to be a communications barrier but the good news is opportunity has increased for those who are deaf giving them the chance to do things that just a few years ago would have been deemed impossible.

Deaf Cultures and Communities Many

These churches include the Pilgrim Lutheran Church of the Deaf, International Deaf Mission, Los Angeles Deaf Church., Holy Angeles Catholic Church of the Deaf and the Grace Bible Church of the Deaf, to mention a few. There is also a presence of the Jewish deaf community. hen it comes to education, the Los Angeles area has a sizable program at the California State University Northridge with a National Center on Deafness. As a region, California has several schools for the deaf with both oral and signing or total communication. There is also a program for the deaf and hard of hearing program in the Los Angeles Unified School District. All these factors make Los Angeles and California as a whole a "deaf friendly" region for the deaf communities in it. American Athletic Association of the Deaf According to the USADSF, in 1945, the Akron Club of the Deaf in Ohio sponsored….

Works cited

"About USADSF." USA Deaf Sports Federation Inc.

"About DeafNation." DeafNation.com

"About SIGNews." Signews.org. 26 Apr. 2010.

"About CAD." California Association of the Deaf. 2007. 26 Apr. 2010.

Special Education Deaf Culture Deaf

Deaf individuality itself is highly valued in the Deaf community. Members seem to concur that hearing people can never completely obtain that identity and become an experienced member of the deaf community. Even with deaf parents and a native grasp of ASL the hearing person will have missed the familiarity of growing up deaf, including residential school. For a lot of members of the deaf community, speech and thinking like a hearing person are pessimistically valued in Deaf Culture (What is Deaf Culture, 2011). esidential schools provide a very important link in the communication of Deaf Culture and Language. Children here are capable to communicate in a language willingly understood by each other. Deaf children are capable to partake in social clubs, sports and appreciably enough, to be around deaf role models. It is important for deaf children to be hopeful to further their education and to learn that deafness does….

Deaf Culture. (2011). Retrieved from http://www.aslinfo.com/deafculture.html

Defining Deaf Culture. (2011). Retrieved from  http://www.deafculture.com/definitions/ 

What is Deaf Culture. (2011). Retrieved from http://www.deaf-culture-

online.com/deafculture.html

Sign Language and Deaf Culture

There is "evidence that deaf children benefit from early exposure to sign language points to the need for in-depth sign language training for parents and other caregivers, with special attention to underserved populations such as those in rural areas," (Marschuck 2001 p 9). Parents should not rely on external schools at later developmental stages, when the damage to the child's cognitive and linguistic abilities could have already been done. Chomsky's Developmental Theory In order to better understand how this issue is such a problem for the population of deaf children born to hearing parents, it is important to explore relevant theoretical models of language acquisition. According to Noam Chomsky's theory of language development, children have an innate ability to learn any form of human communication (Macaulay 2006). We as human beings are essentially hard-wired to learn language skills and concepts. Here, the research states that "human beings are born with an innate….

Anisfield, Moshe. (1985). Language Development from Birth to Three. Psychology Press.

Goldin-Meadow, Susan & Mylander, Carolyn. (1998). Spontaneous sign systems created by deaf children in two cultures. Nature, 391(15), 279-282.

Macaulay, Ronald K.S. (2006). The Social Art: Language and Its Uses. Oxford University Press.

Malloy, Tiara V. (2003). Sign language use for deaf, hard of hearing, and hearing babies: The evidence supports it. American Society for Deaf Children. Web.  http://www.deafchildren.org/resources/49_Sign%20Language%20Use.pdf

American Sign Language Deaf Culture

Sign of Respect In this video, the basic message is that as new signers we should act with the same level of respect that we use with the hearing, that is, if we do not understand, express this honestly. Certainly, just as in the scene where someone such as Amy do not understand, answer b should always be our answer. However, beyond just expressing understanding or lack thereof as a sin of respect (or disrespect) to a deaf person is not enough. e must use this as a template for all of our interactions with the deaf community. Just as we would like the Golden Rule and the benefit of the doubt applied to us, we need to give the same consideration first so that we deserve to have it from the deaf. If we treat the hearing impaired as if they are not aware, what does this say about ourselves and our….

Works Cited

Mindess, A., & Holcomb, T.K. (2011). A sign of respect [DVD].

Strategies for teaching students with hearing impairments. (2010). Retrieved

from http://www.as.wvu.edu/~scidis/hearing.html.

Deaf culture has become fairly well established in academia and to a lesser degree in mainstream public consciousness. However, Holly Elliot offers a unique perspective on Deaf culture and identity in Teach Me To Love Myself. Elliot begins her narrative by sharing her experience as a bicultural person: someone who had straddled the worlds of the hearing and of the Deaf. Her biculturalism allows Elliot to build bridges instead of barriers, engendering cross-cultural communication. As such, Teach Me to Love Myself offers a tremendously valuable contribution to the evolving and nuanced discourse on Deaf culture. Elliot had been both hearing and Deaf, but made a conscious decision to “move from the hearing to the Deaf world,” (Kindle Edition). The very notion that Elliot could “move” suggests the notion of the liminal in Deaf identity as well as a conflict between the different worlds in which a Deaf individual resides. Elliot’s description….

Deaf There Has Been a Dearth of

Deaf There has been a dearth of literature on the training and development of deaf and hard of hearing employees. This research attempts to highlight gaps in the research and suggest methods of improving deaf awareness in the fields of human resources and organizational development. The Americans With Disabilities Act requires all organizations to make reasonable accommodations to the workplace environment, policy, and procedure for deaf and hard of hearing employees. This applies to employee training and development as well as daily functionality on the job. Because six to nine percent of the population identifies as deaf or hard of hearing, it is critical for organizations to adapt their training and employee development programs to attract and retain deaf employees (Hersh, 2012). To create effective training and development programs, it is important that human resources managers and staff understand best practices in adapting the workplace and making accommodations. The adaptation of all….

Haynes, S. & Linden, M. (2012). Workplace accommodations and unmet needs specific to individuals who are deaf or hard of hearing. Disability and Rehabilitation 7(5), 408-415.

Hersh, M. (2012). Deaf people in the workplace. Chapter 10 in Lessons on Profiting from Diversity. Moss, G. (Ed.). Palgrave MacMillan.

National Consortium of Interpreter Education Centers (2009). The case for deaf self-advocacy training. Retrieved online:  http://www.interpretereducation.org/wp-content/uploads/2012/01/TheCaseforDeafSelf-AdvocacyTraining-2.pdf 

National Association of the Deaf Law and Advocacy Center (n.d.). Reasonable Accommodations for Deaf Employees Under the Americans With Disabilities Act. Retrieved online: https://www.wvdhhr.org/wvcdhh/directories/07TOC/ReasonAccomDeafEmp.pdf

Deaf Marlee Matlin Is One

Sign language has become a politically charged issue in the deaf community: a means to create a cohesive social group. For the same reason that cochlear implants are viewed as controversial, speaking is occasionally viewed as selling out. atlin's move did not deter her, however. With moral support from Whoopie Goldberg, atlin maintained her identity as a proud member of the deaf community while still being willing to express herself in whatever way she pleased. atlin is married to a police officer and has four children. She still works as an actor and views herself not as a deaf person who happens to be an actor but the reverse: as an actor who happens to be deaf (Putz 2005). Her level of comfort with the mainstream hearing society is far from threatening to the cohesiveness of the deaf community. atlin can also be a role model for any aspiring actor….

Matlin would not seem to be a controversial figure but she has been. Reading about Matlin reminded me of how politically charged deafness and deaf culture have become. Speech and cochlear implants can be viewed as bridges between deaf individuals and the world around them, as a means to solidify membership in the deaf community, or both. Matlin shows that deafness is not a hindrance to success; only doubt can prevent the fulfillment of a dream. What Matlin also shows is that deaf individuals are just that: individuals. The deaf community is no more monolithic than the Jewish community or the Latino community. Each person must decide for himself or herself whether or not to embrace speech.

Most likely, Matlin was using her voice to express herself fully. Her decision was a courageous and admirable one, because deaf children and also adults sometimes feel ashamed to use their speaking voice. The voice can be a more shocking reminder of the barriers between deaf and hearing communities. When Matlin was a child her brother humorously referred to her voice as being a foreign accent (Putz 2005). Vocal expression does not need to be perceived as a negative for deaf people. Those who choose to use their voice are not subverting the deaf community. In some ways, those who elect to speak are enhancing the diversity of the deaf community. Being proud of a minority voice is one of the strongest affirmations a deaf person can make. Matlin shows that deaf individuals can remain deeply involved with their communities: actively encouraging deaf children to pursue their dreams and preserving the integrity of the deaf community by encouraging multiple means of solidarity.

Putz, K. (2005). Marlee Matlin What my parents understood. Hands and Voices. Retrieved Mar 9, 2009 at  http://www.handsandvoices.org/articles/fam_perspectives/mmV81.htm

Deaf the 2008 Television Movie Sweet Nothing

Deaf The 2008 television movie Sweet Nothing in My Ear presents the controversy over cochlear implants in a sensitive, albeit heart-wrenching, way. Whether or not Adam receives the implant, he will be a loved child and will grow into a healthy, robust adult with the potential to fulfill his dreams. The question is whether Adam will grow into a Deaf adult or a hearing adult. His mother is Deaf, and so is his grandfather. Adam is therefore already part of the Deaf community, and if he were to not receive the implant, he would seamlessly integrate into that community. With his mother's and grandfather's support and familiarity with Deaf culture, Adam would have no trouble finding ways to thrive without hearing. On the other hand, Adam's father is a hearing person. Because Adam gradually loses his hearing, he has already had one foot in the hearing world. Adam is therefore caught….

Technology for the Deaf There

188). Closed Captioning/CAT -- Closed captioning provides an ongoing written transcription of movies, television, and/or stage productions. With new technology, Closed Captioning has moved into Communication Access eal-Tim Translation, or CAT. CAT transcribes spoken words into printed text onto a screen or computer, and is much more interactive and used for not only entertainment, but court or other official meeting presentations (Nomeland, pp. 180-1). Alert Systems -- Are relatively low-tech; flashing lights when the doorbell rings, vibrating pillows if there is a smoke or burglar alarm, etc. Most of these technologies have been supplanted by more sophisticated applications on smart phones (Nomeland, p. 187). Internal devices are medically oriented implants that either amplifies sound in those who have a hearing disability or replace some of the inner ear mechanisms to allow the deaf person to actually "hear" sounds. These are becoming more and more sophisticated, some even with computer "smart" chips to….

The Cochlear Implant Controversy. (February 11, 2009). CBS News Sunday Morning.

Television Show Transcript.

Baron, N 2008, Always on: Language in an Online and Mobile World, Oxford

Univeristy Press, New York.

Technology for the Deaf His

Three years later, the company improved its picture clarity and introduced the "emotional intonation" feature, considered important components of visual language. ut at present, only 10% of the deaf and hard-of-hearing know about VRS. The Internal Revenue Service refuses to accept VRS calls. And VRS can be performed only with high-speed internet access. ut companies, like Sorenson, provide videophones for free. Those who have no high-speed internet access or a videophone may use IPP relay. It is similar to the outdated TTY but performs faster and more smoothly. The deaf user types his message on a computer. For the working deaf who need to use the telephone, Able Planet launched the wireless device. This is a telephone and a hands-free set for a cell phone to address these difficulties in the use of a telephone. The technology enables wireless communication with a telecoil in hearing aids. At the same time,….

BIBLIOGRAPHY

Associated Press. Hearing Impaired Get Help with Wireless Device. Deseret News:

Deseret News Publishing, 2003. Retrieved on October11, 2009 from  http://findarticles.com/p/articles/mi_qn4188/is_20030623/ai_n11400486/?tag=content;col1 

Bergstein, Brian. IBM Develops Virtual Deaf Interpreter. Oakland Tribune: ANG

Newspapers, 2007. Retrieved on October 11, 2009 from  http://findarticles.com/p/articles/mi_qn4178/is_20070917/ai_n20504469/?tag=content;col1

Deaf Population's Stand on Cochlear

Sign language is one of the most important elements of deaf communication, and losing this element frightens and outrages some members of the deaf community. In addition, many deaf people feel that the rehabilitation necessary after implant surgery is often neglected or not budgeted for, and so, it is not managed effectively, and the implants are not used to their full potential. In addition, the implants do not miraculously cure deafness, what implanted patients experience is a reduced and altered sense of sounds and speech at best. Some patients have described the voice as "robotic," and the device will never allow people to hear the same way that a non-deaf person hears. This is another reason the deaf community is against the implants. They believe they make a deaf person even more "handicapped," to put it one way, because they do not fit in either world. They cannot hear the….

Blamey, Peter J. "17 Development of Spoken Language by Deaf Children." Oxford Handbook of Deaf Studies, Language, and Education. Ed. Marc Marschark and Patricia Elizabeth Spencer. New York: Oxford University Press, 2003. 232-246.

Glickman, Neil S., and Sanjay Gulati, eds. Mental Health Care of Deaf People: A Culturally Affirmative Approach. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.

Harkins, Judith E., and Matthew Bakke. "29 Status and Trends." Oxford Handbook of Deaf Studies, Language, and Education. Ed. Marc Marschark and Patricia Elizabeth Spencer. New York: Oxford University Press, 2003. 406-419.

Harvey, Michael a. "9 Does God Have a Cochlear Implant?." Mental Health Care of Deaf People: A Culturally Affirmative Approach. Ed. Neil S. Glickman and Sanjay Gulati. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 327-346.

Journey Into the Deaf-World This Book Looks

Journey into the Deaf-World his book looks at the Deaf-World culture in depth. In the process, the authors consider many practical, legal, educational, medical and social issues facing those in the Deaf-World. While the book covers many technical issues in detail, the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language, and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. he authors work hard to establish the Deaf-World as a legitimate subculture. hey point out that although most minority groups can point to a geographic location they're from, the Deaf-World is bound by language and experience but not geography. So while Mexican-Americans can point to Mexico on the map, those of the Deaf-World cannot do that. hroughout the course of the book, the authors demonstrate that often the beliefs of people….

The people of the Deaf-World recognize that their own culture is rich and vibrant with meaning. They recognize sign language, specifically ASL, as the fabric binding them together. They also know, both from personal experience and from looking at the research, that sign language from an early age will give their children their best chance to learn well and to be successful educationally. Rather than having the educational system try to force their deaf children to function as if they were not deaf, the great majority of the Deaf-World want to be accepted as they are. They don't want their deafness viewed as something requiring medical intervention, and they want to see educational and other institutions work with them to help them be the best they can be as they are, instead of trying to change them to conform to the standards set by non-deaf society.

Harlan, Hoffmeister, and Bahan have written a detailed report of the philosophy, society and needs of the Deaf-World, including pertinent research to support important points. While their book presents a specific view and doesn't pretend to present a balanced view of both sides of important issues, they do explain the other side as perceived by the Deaf-World, and put forth persuasive arguments for their opinions. Every professional and specialist who works with the Deaf-World population in any way should read this eye-opening book.

Lane, Harlan, Hoffmeister, Robert, and Bahan, Ben. A Journey into the Deaf-World. San Diego: DawnSignPress. 1996.

Funding Deaf People Are Rightfully

Another means for supporting and financing the education of deaf people is through the promotion of a financial package meant to improve the resources available to special schools and teachers. In this sense, schools in Great Britain for instance receive special funds for training their teachers to reach British Sign Language level 3 (Scottish Council on Deafness, n.d.), to become more aware of the special needs such persons have in the society and the academic environment. At the same time, the recruitment of already trained personal is fully funded in order to have the best teachers available for these special schools. In theory, these projects are worth mentioning and offer a positive perspective on the issues concerning deaf people. However, not all children or grownups can benefit from such funding possibilities. In the education area, there are only specialized agencies which commit their funds to providing financial support to special schools….

National Foundation for the Deaf - Deaf Education Scholarship. (2006). New Zeeland Culture Online. Retrieved 18 Jan. 2008, at  http://www.nzlive.com/en/funding/800437/B 

Scottish Council on Deafness. (n.d.) Education and training. Access to communication and language, audiology, employment, health, social work and social care. Retrieved 18 Jan, at http://www.scod.org.uk/pdf/Manifesto2007.pdf

Language and Culture

BABIE AND GILS' BODY IMAGE Motherese across Cultures Jack Sprat MOTHEESE ACOSS CULTUES MOTHEESE ACOSS CULTUES Motherese across Cultures Motherese is the universal, infant-directed speech that seems to come to women on instinct when they have a preverbal baby. Some people discourage speaking in "baby talk," because they think that children can't possibly learn good English if they are not spoken to in good English. However, there is a lot of qualitative and quantitative research to suggest that motherese provides an effective bridge between mother and baby for linguistic transfer (TeechConsult's KIDSpad, 2010). Motherese enhances attention using reduplication, the use of special morphemes and phonological modification, and grammatical simplification, helping babies find boundaries between linguistic units. That, though, is not the most interesting thing about motherese. What are most interesting are the similarities and differences of motherese across cultures and linguistic groups. Pitch Contour Comparisons between Chinese and American Mothers Mechthild Papousek, Hanus Papousek, and David Symmes (1991)….

Burnham, D., Kitamura, C., Luksaneeyanwin, S., & Thanavishuth, C. (2001). Universality and specificity in infant-directed speech: pitch modifications as a function of infant age and sex in a tonal and non-tonal language. Infant Behavior and Development, 24(4), 372-392.

McLeod, P.J., Pegg, J.E., & Werker, J.F. (1994). A cross-language investigation of infant preference for infant-directed communication. Infant Behavior and Development, 17(3), 323-333.

Papousek, M., Papousek, H., & Symmes, D. (1991). The meanings of melodies in motherese in tone and stress languages. Infant Behavior and Development, 14(4), 415-440.

Reilly, J.S., & Bellugi, U. (1996). Competition on the face: Affect and language in asl motherese. Journal of Child Language, 23(1), 219-239.

Can you assist me in brainstorming catchy titles for my global sign language club

1. The Importance of Sign Language Clubs 2. Breaking Down Barriers: The Impact of Sign Language Clubs 3. Connecting Communities through Sign Language Clubs 4. The Benefits of Joining a Sign Language Club 5. Sign Language Clubs: Empowering Individuals with Communication Skills 6. Celebrating Diversity: The Role of Sign Language Clubs 7. Sign Language Clubs: Building a More Inclusive Society 8. The Journey of Learning Sign Language in a Club Setting 9. Supporting Deaf Culture through Sign Language Clubs 10. Sign Language Clubs: Promoting Communication and Understanding 11. Unity in Diversity: Joining Hands in Sign Language Clubs 12. Bridging the Gap: Sign Language Clubs for Inclusive Communication 13. Embracing Differences: Sign Language....

Could you offer some ideas for titles for my essay examining Debate between Oralism vs. Manualism

Title I: The Dichotomy of Communication: Oralism versus Manualism in Deaf Education Title II: The Historical Battleground of Deafness: The Clash between Oralism and Manualism Title III: The Sonic and the Tactile: Unveiling the Epistemological Divide between Oralism and Manualism Title IV: Communication at the Crossroads: Oralism, Manualism, and the Deaf Community Title V: The Language of Exclusion: Exploring the Societal Implications of Oralism and Manualism Title VI: The Legacy of Deaf Education: A Comparative Analysis of Oralism and Manualism Title VII: Deaf Identity and Communication: The Symbiotic Relationship between Manualism and Deaf Culture Title VIII: The Pedagogy of Language Acquisition: Oralism versus Manualism and the Impact....

Sports - Women

Deaf Culture Deaf President Now! "Deaf President Now!" summarized the student protests of March 1998, of the appointment the 7th hearing President of Gallaudet University. This video was very moving; it showed…

Research Paper

Communication

These churches include the Pilgrim Lutheran Church of the Deaf, International Deaf Mission, Los Angeles Deaf Church., Holy Angeles Catholic Church of the Deaf and the Grace Bible…

Deaf individuality itself is highly valued in the Deaf community. Members seem to concur that hearing people can never completely obtain that identity and become an experienced member of…

There is "evidence that deaf children benefit from early exposure to sign language points to the need for in-depth sign language training for parents and other caregivers, with…

Sign of Respect In this video, the basic message is that as new signers we should act with the same level of respect that we use with the hearing, that…

Deaf culture has become fairly well established in academia and to a lesser degree in mainstream public consciousness. However, Holly Elliot offers a unique perspective on Deaf culture and…

Deaf There has been a dearth of literature on the training and development of deaf and hard of hearing employees. This research attempts to highlight gaps in the research and…

Research Proposal

Sign language has become a politically charged issue in the deaf community: a means to create a cohesive social group. For the same reason that cochlear implants are…

Deaf The 2008 television movie Sweet Nothing in My Ear presents the controversy over cochlear implants in a sensitive, albeit heart-wrenching, way. Whether or not Adam receives the implant, he…

Education - Computers

188). Closed Captioning/CAT -- Closed captioning provides an ongoing written transcription of movies, television, and/or stage productions. With new technology, Closed Captioning has moved into Communication Access eal-Tim Translation,…

Three years later, the company improved its picture clarity and introduced the "emotional intonation" feature, considered important components of visual language. ut at present, only 10% of the…

Health - Nursing

Sign language is one of the most important elements of deaf communication, and losing this element frightens and outrages some members of the deaf community. In addition, many deaf…

Journey into the Deaf-World his book looks at the Deaf-World culture in depth. In the process, the authors consider many practical, legal, educational, medical and social issues facing those…

Another means for supporting and financing the education of deaf people is through the promotion of a financial package meant to improve the resources available to special schools and…

BABIE AND GILS' BODY IMAGE Motherese across Cultures Jack Sprat MOTHEESE ACOSS CULTUES MOTHEESE ACOSS CULTUES Motherese across Cultures Motherese is the universal, infant-directed speech that seems to come to women on instinct when they…

deafwebsites

Exploring the Deaf Community: Language, Identity, and Experiences

The Deaf community represents a vibrant, diverse group of individuals bound together not by the shared characteristic of hearing loss , but rather by a rich cultural tapestry that encompasses language, identity, and shared experiences. This article delves into the heart of the Deaf community, exploring the depths of its unique language— sign language , the strong sense of identity it fosters, and the collective experiences that unite its members.

The Language of the Deaf Community: Sign Language

At the core of Deaf culture is sign language , a complex, visually oriented language that is as nuanced and expressive as any spoken language. Unlike spoken languages that use sound and oral structures, sign languages employ hand shapes, movements, facial expressions, and body postures to convey meaning. Each country, or even regions within countries, has its own distinct sign language, such as American Sign Language (ASL), British Sign Language (BSL), or Auslan (Australian Sign Language).

Sign languages are not mere translations of spoken languages; they are unique languages in their own right, with their own grammar, syntax, and idiomatic expressions. They are capable of conveying abstract and complex ideas, demonstrating the cognitive and linguistic sophistication of the Deaf community. The use of sign language is a powerful tool for Deaf individuals, providing not only a means of communication but also an avenue for artistic expression, education, and cultural preservation.

Identity and the Deaf Community

Identity in the Deaf community is multifaceted and deeply rooted in the shared experiences of its members. For many, being Deaf is not viewed as a disability but as a distinct cultural identity. This perspective is central to the concept of Deaf culture, where members take pride in their Deaf identity and see themselves as part of a unique cultural group with its own norms, values, and traditions.

This sense of identity often develops through interaction with other Deaf individuals and participation in Deaf culture. It can significantly impact one’s self-esteem and worldview. For many Deaf people, this identity is intertwined with the use of sign language and engagement in social and cultural activities within the Deaf community.

Shared Experiences in the Deaf Community

The shared experiences of Deaf individuals play a crucial role in uniting the community. These experiences range from navigating a world designed for the hearing to advocating for rights and accessibility. Many Deaf individuals face challenges in education, employment, and social inclusion, which fosters a strong sense of solidarity and resilience within the community.

Deaf culture is rich in storytelling, with stories often reflecting common experiences, struggles, and triumphs. These narratives serve as a means of preserving history, educating younger generations, and strengthening communal bonds. The Deaf community also celebrates its heritage through events such as Deaf festivals, theater performances, and sports leagues, providing opportunities for connection and cultural expression.

The Intersection of Deaf Culture with Other Identities

The Deaf community is not homogeneous; it encompasses individuals from diverse backgrounds, each bringing their own unique perspectives and experiences. This diversity includes variations in race, ethnicity, gender, sexuality, and additional disabilities, adding layers of complexity to the identity and experiences of Deaf individuals.

This intersectionality can lead to unique challenges, as Deaf individuals may face multiple forms of discrimination or marginalization. However, it also enriches the community, introducing a wide range of viewpoints and experiences that contribute to the community’s dynamism and resilience.

Challenges and Achievements

Despite the richness of their culture, Deaf individuals often face significant challenges in a predominantly hearing world. Issues such as lack of access to education, employment discrimination, and barriers in communication are common. However, the Deaf community has a long history of advocacy and activism, fighting for rights, accessibility, and recognition.

Significant achievements, such as the recognition of sign languages, advancements in accessibility technology (like captioning and video relay services), and increased awareness of Deaf culture, have been made. These successes are testament to the community’s strength, resilience, and unwavering spirit.

The Deaf community, with its rich tapestry of language, identity, and shared experiences, is a testament to the diversity and resilience of human cultures. Sign language serves as the cornerstone of this vibrant community, facilitating communication, expression, and cultural continuity. The strong sense of identity and solidarity among Deaf individuals, forged through shared experiences and challenges, highlights the community’s strength and unity.

As society progresses, it becomes increasingly important to recognize and celebrate the Deaf community’s contributions, to understand its unique culture, and to advocate for greater inclusion and accessibility. In doing so, we not only honor the Deaf community but also enrich our broader societal tapestry with the diversity and richness it brings.

The Evolution of Deaf Education and Language Rights

The history of Deaf education is a critical component of the Deaf community’s story. Historically, Deaf education often focused on oralism, which emphasizes lip-reading and speech over sign language. This approach, while still in use in some places, has been largely criticized for neglecting the natural linguistic abilities of Deaf individuals. The shift towards bilingual education, incorporating both sign language and written/spoken language, marks a significant advancement in recognizing the educational needs of Deaf students. This evolution reflects a broader understanding and acceptance of sign language and Deaf culture in the educational system.

The Role of Technology in the Deaf Community

Advancements in technology have had a profound impact on the Deaf community. Video relay services (VRS) and video remote interpreting (VRI) provide Deaf individuals with greater access to communication in real-time. Text messaging, social media, and other digital platforms have also become important tools for connectivity and advocacy. These technologies not only facilitate communication but also play a role in promoting Deaf culture and awareness.

Art and Creativity in Deaf Culture

Artistic expression holds a special place in Deaf culture, with unique art forms like Deaf theater and sign language poetry. These art forms celebrate the beauty of sign language and provide a platform for Deaf artists to share their perspectives and experiences. Deaf theater, for example, combines the visual richness of sign language with performance, offering audiences a unique and powerful experience. Sign language poetry, with its emphasis on visual-spatial aspects of sign language, highlights the expressive potential of this language.

The Importance of Allyship and Inclusion

For those outside the Deaf community, understanding and allyship are crucial. Learning about Deaf culture, respecting sign language as a legitimate language, and supporting accessibility and rights are important steps towards creating an inclusive society. Allies play a key role in advocating for the Deaf community’s needs, promoting accessibility, and challenging discrimination.

The Future of the Deaf Community

Looking ahead, the Deaf community faces both challenges and opportunities. Continued advocacy for rights and accessibility, coupled with advancements in technology, hold the promise of greater inclusion and recognition. The ongoing efforts to preserve and promote Deaf culture will play a pivotal role in shaping the community’s future.

The Deaf community’s journey is one of resilience, creativity, and advocacy. It’s a story that underscores the importance of language, identity, and community in the human experience. By understanding and appreciating the richness of this community, we can all contribute to a more inclusive and diverse world.

Leave a Reply

Your email address will not be published. Required fields are marked *

• Search Menu
• Advance articles
• Author Guidelines
• Submission Site
• Open Access
• Why Submit?
• About The Journal of Deaf Studies and Deaf Education
• Editorial Board
• Advertising and Corporate Services
• Journals Career Network
• Self-Archiving Policy
• Dispatch Dates
• Terms and Conditions
• Journals on Oxford Academic
• Books on Oxford Academic

Article Contents

• < Previous

Research in Deaf Education: Contexts, Challenges, and Considerations

• Article contents
• Figures & tables
• Supplementary Data

Hannah Dostal, Research in Deaf Education: Contexts, Challenges, and Considerations, The Journal of Deaf Studies and Deaf Education , Volume 23, Issue 2, April 2018, Pages 183–184, https://doi.org/10.1093/deafed/enx053

• Permissions Icon Permissions

Research in Deaf Education: Contexts, challenges, and considerations may mark a turning point in the rigor and relevance of research in deaf education. This edited volume makes a unique contribution to existing literature in the field of deaf education both as a comprehensive resource for thoughtful and balanced approaches to research design and implementation, and as a project designed to exemplify the principles of “rigor and relevance”. The book begins with foundational chapters that describe the history, contexts, and unique considerations for research in deaf education, including an overview of the history (Chapter 1), methods (Chapter 2), and demographics (Chapter 5); as well as the roles of researcher positionality (Chapter 3) and the involvement of the deaf community (Chapter 4) in the research endeavor. These introductory chapters are followed by 11 chapters focused on specific methods or approaches to research in deaf education, and bookended by an introduction and conclusion written by the editors. Brief and well-argued, the introduction and conclusion create a compelling case for the profound potential of a generation of diverse, well-informed researchers in deaf education—a generation that will come to rely on this text as their starting point.

The lineup of contributing authors is diverse with respect to region, gender, culture, language, perspective, and experience in the field. Yet, all of the nearly 30 contributing authors are currently active, eminent researchers with hard-earned track records for generating meaningful knowledge through research efforts. This is a strong indication that the editors’ decision to curate and showcase multiple perspectives has and can serve as a foundational design principle within an ethic of “rigor and relevance”. Each author not only offers clear, comprehensive and well-edited insights to guide similarly impactful work; they also provide examples and evidence that it can be done despite the traditional challenges of research in the field. Future editions of this text could include chapters that examine more qualtiative, interpretive approaches to deaf education research—highlighting those that foreground Deaf epistemologies and Deaf studies as theoretical lenses and methodological tools. Similarly, a future edition might include a discussion of techniques for statistical analysis with small sets of heterogenous data.

In the editors’ introduction, Cawthon and Garberoglio note that the ultimate goal for the volume is to “improve the rigor, relevance and generalizability of research in deaf education” (p. x). Though generalizability is at least an implied goal of most education research, I would argue that a larger, more powerful goal is addressed by both the design and contents of this text. Where generalizability is either impossible because of sample sizes, or unhelpful given the heterogenous nature of a population, researchers increasingly consider “fruitfulness” (Potter & Wetherell, 1987; Tracy 1995) as a criterion for quality—especially within qualitative research paradigms. Tracy (1995) suggests that fruitful qualitative research is “intellectually implicative for the scholarly community. It should suggest productive ways to reframe old issues, create links between previously unrelated issues, and raise new questions that are interesting and merit attention” (p. 210). In other words, the practical and intellectual impact of findings is not limited to the extent to which they predict or could be extended to other cases (generalizability), but the extent to which they influence understandings, policies and practices that improve outcomes in many cases. This concept of fruitfulness—over and above generalizability—more accurately captures the ultimate goal of the research endeavors outlined in this edited volume. As the editors and many contributors note, researching with and about a small, heterogenous population, often challenges the assumptions required for generalizability. As Enns, Antia, Guardino, and Cannon point out across chapters focused on case studies and single-subject designs, sometimes an emphasis on the particular, rather than the general, is what leads to the most powerful and far-reaching insights for the field and beyond.

This text as a whole takes the theoretical and methodological challenges of researching a small, heterogeneous and socially marginalized population as its starting point by presenting both the context to understand the uniqueness of the field and the considerations required to work within and beyond theoretical and methodological challenges. Rather than simply reiterating, skirting or minimizing the challenges of ethical and rigorous research in this context, the editors address them head on by including chapters aimed at developing readers’ understanding of the population (Chapters 2, 3, and 4) and chapters that describe how to create the conditions for relevant research by developing American Sign Language (ASL) measures, translating ASL for research purposes, and synthesizing existing research (Chapters 7, 8–15).

As the editors note in their introduction, research in deaf education has enormous potential to fuel a mutually beneficial exchange with education research in general; yet the parallels, connections and disconnections are not yet well articulated to or known among many journal editors, grantmakers or cross-disciplinary collaborators. To this end, both scholars and consumers of education research in deaf education will benefit from the intentional framing of deaf education within the broader field of education research and education research methodologies, which reoccurs across all chapters. This framing and the collection of contributed chapters representing diverse perspectives and approaches is unique in the field.

This volume meets its own criteria of rigor and relevance by virtue of its carefully curated collection of perspectives, its transparent discussion of challenges and its comprehensive description of the contexts of research in deaf education. Both in design and in action, Cawthon and Gaberoglio’s Research in Deaf Education provides resources to design and implement rigorous relevant and fruitful research in deaf education.

Email alerts

Citing articles via.

• Recommend to your Library

Affiliations

• Online ISSN 1465-7325
• Print ISSN 1081-4159
• Copyright © 2024 Oxford University Press
• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

• Sign Language Studies

Deaf Culture: Exploring Deaf Communities in the United States by I. W. Leigh et al (review)

• Julie Mitchiner
• Gallaudet University Press
• Volume 22, Number 3, Spring 2022
• pp. 542-545
• 10.1353/sls.2022.0005
• View Citation

Additional Information

• Buy Article for $14.00 (USD)

• Buy Digital Article for $14.00 (USD)
• Buy Complete Digital Issue for $24.00 (USD)

Project MUSE Mission

Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide. Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves.

2715 North Charles Street Baltimore, Maryland, USA 21218

+1 (410) 516-6989 [email protected]

©2024 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.

Now and Always, The Trusted Content Your Research Requires

Built on the Johns Hopkins University Campus

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.

Downloadable Content

The unheard voices in mental health: A deaf experience

• Masters Thesis
• Arias, Gabriela
• Park, Hyun Sun
• Debonis, Judith
• McCarty-Caplan, David
• Social Work
• California State University, Northridge
• deaf community
• Dissertations, Academic -- CSUN -- Social Work.
• deaf individudals
• intimate partner violence
• mental health
• substance abuse
• deaf culture
• http://hdl.handle.net/10211.3/222993
• by Gabriela Arias

Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.

DigitalCommons@Linfield

• < Previous

Home > Music > Student > Theses > 4

Senior Theses

This thesis has been designated as Linfield Access only. It is available only to members of the Linfield community with a valid CatNet ID and password. We apologize for any inconvenience this might cause.

Off-campus Linfield users: To download this thesis, please click the button for Off-Campus Download (Linfield users only).

Non-Linfield University users: Please talk to your local librarian about requesting this thesis through interlibrary loan.

Deaf Culture and Music: The Role of Sign Language Interpreters within Live Music Performances

Amanda Summers , Linfield College Follow

Publication Date

Document type.

Thesis (Linfield Access)

Degree Name

Bachelor of Arts in Music

Faculty Advisor(s)

Jill Timmons

Subject Categories

Although the notion of music being a part of a deaf individual’s life may seem contradictory, there is evidence that music is and has been a part of many deaf people’s lives. Music is and has been a part of the Deaf culture, including, but not limited to, Deaf musicians, utilizing pianos to teach speech, and sign language interpreters at events including music. The intent of this thesis is to explore the relation between Deaf culture and music, historically and presently, as well as how sign language interpreters function within live vocal music performances.

For the purpose of this thesis, the focus will be on that of Western European Art Music. According to A History of Western Music , art music is “music that is (or is meant to be) listened to with rapt attention, for its own sake” (Burkholder, Grout, and Palisca A2). In this thesis, vocal works with text will be the primary focus. Furthermore, this thesis will focus on live performances of music with sign language interpretations, rather than interpretation of recorded music. However, some music mentioned, such as that of the Deaf rock band Beethoven’s Nightmare, does not necessarily fit into the category of Western European Art Music. Additionally, the focus will be that of Deaf history and culture within the United States, though notable events from outside of the United States will also be included.

Terms of Use for work posted in DigitalCommons@Linfield .

Recommended Citation

Summers, Amanda, "Deaf Culture and Music: The Role of Sign Language Interpreters within Live Music Performances" (2012). Senior Theses . 4. https://digitalcommons.linfield.edu/muscstud_theses/4

Since June 21, 2012

Advanced Search

• Notify me via email or RSS
• Music Website
• Collections
• Disciplines

Author Corner

• Why Publish in DC@Linfield?
• Why Does Open Access Matter?
• Open Access Guide
• Policies & Submission Guidelines
• Submit Research

Home | About | My Account | Accessibility Statement

Privacy Copyright

• Essay Database
• world trade center
• Greek Food and Culture
• The Future Portrayed I…
• Intercultural Communications
• In Heart of Darkness, …
• Things Fall Apart by C…
• In J.M. Coetzee's Wait…
• The Criminals Of Profe…
• Socialization of Children
• The Poet of Nature, Wi…
• Leonhard Euler
• Articles of Confederat…
• About all Sharks
• Vietnam Poetry

Deaf Culture

What is paper-research.

• Custom Writing Service
• Terms of Service
• Privacy Policy
• Biographies