Deafhood

Resumo
Este artigo aborda conceitos essenciais em Estudos Surdos ainda pouco disseminados em Portugal. Descreve o discurso dos membros das Comunidades Surdas ocidentais enquanto minorias linguísticas culturais e explicita os conteúdos dessa concepção 1 sobre o indivíduo Surdo. Referimos ainda a questão da Identidade Surda, tais como categorizações e processos apresentados na literatura especializada. Concluímos frisando a importância de se dar atenção aos discursos internos das Comunidades Surdas, e debatendo a perspectivação do traço ser Surdo como uma realidade médica ou étnica.

Abstract
This article presents essential concepts in Deaf Studies lacking dissemination in Portugal. It describes the discourses of western Deaf communities' members, as linguistic and cultural minorities, explaining the contents of that conception of the Deaf individual. Moreover, we approach issues concerning Deaf Identity, such as categories and processes, based on relevant literature. We conclude by stressing the importance of paying attention to the internal discourses of Deaf Communities, and debate the issue of the Deaf trait as a medical or ethnic reality.

The article discusses the multiple discrimination, normalization and stigmatization experienced by deaf LGBT youth in Sicily, Italy, on the basis of a study of their everyday life (specifically school years and peer interactions). So far in Italy, very little attention has been paid to multiple discrimination and, specifically, to homophobic violence towards disabled individuals. It is, therefore, impossible to consider any valid sampling of the desired population and very few reports have been produced. The authors, a sociologist and a psychologist, carry out an analysis of the results obtained from interviews with 15 LGBT individuals recruited through social networks, thematic chats, and associations. This preliminary analysis aims at identifying the key arguments which could form the basis for future strategic inclusion programs and further research projects.

Understanding deafness not as a disability but as a benefit and vital aspect of humanity’s diversity

Through their in-depth articulation of Deaf Gain, the contributors to this pathbreaking volume approach being deaf as a distinct way of being, one that opens perceptions, perspectives, and insights less common to the majority of hearing persons. By framing deaf lives in terms of intellectual, creative, and cultural benefits, Deaf Gain recognizes physical and cognitive difference as vital to human diversity.


https://www.upress.umn.edu/book-division/books/deaf-gain

Leisure activities of hearing-impaired people 
Summary 
Leisure time, the budget allocated for it and making use of it perceived as one of indicators of quality of life is still an up-to-date research issue for representatives of various fields (e.g. sociology, economics, the area of tourism and recreation). However, in publications tackling this theme, there is still too little attention paid to problems of people with special needs. The authors of the present paper attempt to pinpoint present ways of spending free time in a chosen group of the disabled, i.e. in the environment of hearing-impaired people.  The major purpose of the research is to define (1) a budget and the way of spending spare time on weekdays, (2) the way of spending spare time at weekends and on public holidays and (3) when having a day off or holidays. The analysis is based on the results of surveys supervised by A. Zajadacz from March to September 2007 in most branches of the Polish Association of the Deaf (PZG, Polski Związek Głuchych). The surveys were carried out among 191 hearing-impaired people. The questionnaires were sent by post and respondents were asked to fill them in with the assistance of a sign language interpreter. While analysing the results, the information obtained in the course of interviews and observation carried out among the hearing-impaired was taken into account as well.  The results confirmed the recognised peculiarity of members of the social group in question, their tendency to ‘shut themselves off’ in their own environment called culturally deaf or linguistic minority (communicating in a sign language). The feedback of informants simultaneously denies the stereotype that all hearing-impaired people ‘are the same’ as it shows a great diversity of leisure time activities performed on weekdays, at weekends and on public holidays as well as on days off and during holidays. Typical weekday leisure activities include: PZG meetings, meetings with families and hearing-impaired friends, walks, reading newspapers, watching TV (with the assistance of a sign language interpreter). On Saturdays, Sundays and on public holidays, walks and meetings with friends are the most popular way of relaxation (both in the place of living and beyond it). Moreover, frequent watching TV, both with the support of the sign language and without it, and reading newspapers are characteristic activities in the place of living. During weekend outings, tourist trips are organized. While having days off or holidays, walks are most popular (they are equally popular at weekends and on public holidays) and leisure time is definitely dominated by outdoor and active ways of spending spare time, for example: sight-seeing, swimming, sun bathing, nature observation, riding a bicycle, walking in the mountains although one third of the surveyed people indicated watching TV and reading. The presented findings should be used while preparing tourist offer aimed at hearing-impaired people. Making them popular may enhance perceiving the peculiarity of problems of this group of people in the society.

Abstract: Th main aim of the article is to present the conclusions of a series of studies performed over a period of twelve years, dedicated to the tourism of Deaf people who are users of sign language. Th synthesis of the research results (including, amongst others, a comparative analysis of the demand for tourism of Deaf people [n=292] and hearing people [n=1780] ) became the basis for the development of a “system of action stimulating the growth of tourism for Deaf people”. Such action requires a consistent long-term process on numerous levels which will lead to an increase an accessible tourism for sign language users in the future. Th proposed system of action includes elements of “external support” and “internal action” which are necessary for the
development of an “accessible tourism subsystem”. Th fist of these elements includes proposals for action directed at providing “equal opportunities” through the realisation of principles from
the “Convention on the Rights of Persons with Disabilities” (PwD), amongst others. Th second element on the same level in the “hierarchy” of the internal action subsystem, focuses on encouraging deaf people to improve their own life situation, to make their expectations in regards
to the available tourism opportunities known and to participate in their creation (according to the assumptions of universal design). Both subsystems create the basis for the development of an additional, central “accessible tourism subsystem” for deaf people, the essence of which should be the appropriately structured transfer of tourism information.

My thesis research attempts to answer those questions: What is the “deaf economy”? What are its attributes in both United States and Europe? Is the “deaf economy” an “ethnic economic enclave” as Chinese businesses in a Chinatown would be? The term “ethnic economic enclave” came from the works of minority economists Alejandro Portes and Leif Jensen. Rather than focusing on the financial aspects, the research looks at the socio-cultural aspects of the “deaf economy.”
There were very little literature on deaf businesses, but virtually none on the “deaf economy.” Qualitative, ethnographic methodologies were used for my case studies of deaf businesses in the United States and Europe (mostly in the United Kingdom). Those businesses were found and surveyed via local deaf social events and the Internet.
Those geographical regions were selected to analyze the significance of geographical regions and proximity in the “deaf economy”. In those regions, participant observation and semi-structured interviews were used to understand the economic networks of deaf entrepreneurs, employees, and consumers (or the “deaf community”). A few themes emerged from the research:
(a) Capitalizing on deaf identity in businesses, where the informants within a “deaf economy” had extensively used their social relationships within the deaf community to hire employees and promote their businesses. The concept of “deaf universalism”, coined by Michele Friedner and Annelies Kusters, were used.
(b) Physical, liminal (temporary), and virtual geographical spaces were important for building the market and network between participants of “deaf economy.” Hilde Haualand’s concept of “Deaf Space” is applied here.
(c) Social/economic programs and geography in a country can make a difference in establishing businesses or relationships.
My preliminary findings propose that the “deaf economy” is an “ethnic economic enclave,” but not strictly confined to a geographical location as a Chinatown would.

The transition to adulthood of young people with special educational needs (SEN) has been a recent government policy focus. However, little is known of d/Deaf young peoples’ experiences of transition or statutory transition planning as required by the SEN Code of Practice (2001).
Using semi-structured and auto-driven photo-elicitation interviews, the transitional experiences of eight mainstream educated young d/Deaf people, aged between late teens to mid-twenties, were examined through a Bourdieusian framework. Visual methods were chosen to employ the visual nature of the d/Deaf young people’s experience, and facilitate communication within the interviews. Nine professionals working with d/Deaf young people participated in semi-structured interviews exploring their experiences of transition planning policy and practice. Critical Discourse Analysis was used on relevant policy documents to provide context and to critique the models of disability used.
Findings show that transition to adulthood was largely unplanned and protracted for d/Deaf young people. Only two remembered participating in statutory transition planning, and only one considered it beneficial. All were critical of support offered by professionals, which failed to meet their needs. They relied instead on support from family and friends. Professionals reported that transition planning policies were unsuitable for d/Deaf young people and transition plans were often not apparent for young people they encountered.
The auto-driven photo-elicitation interviews were a partial success, aiding communication in the interview and offering additional insights into participants’ transitional experiences. However, only half the young people completed a photo-elicitation interview, possibly because this required an additional interview.
Conclusions were that the model of disability used in transition policy does not reflect the needs of young d/Deaf people. d/Deaf people should not be treated identically as people with other disabilities. The specific needs of d/Deaf people should be emphasised, such as language access and the realisation of a positive d/Deaf identity.

Le corps sourd est loin de laisser indifférent : la surdité interroge, elle peut surprendre ou
même créer de l’inconfort chez ceux qui en sont témoins. Une chose est sûre, elle bouleverse
suffisamment l’expérience humaine pour susciter une multitude de représentations qui
s’entrecroisent dans le corps sourd, tantôt lui permettant de s’épanouir, tantôt le séquestrant
dans sa différence. C’est sur ces dernières représentations que le présent article élaborera afin
de faire une généalogie de certains réductionnismes qui emprisonnent la différence sourde
et l’empêchent d’être porteuse d’une expérience positive pour les personnes qui vivent avec
une surdité. Pour ce faire, trois réductionnismes seront abordés : l’unidimensionnalité du corps
sourd, son inflexibilité et sa vulnérabilité à la souffrance. Ces trois pôles de réflexion permettront
de démontrer comment tant les savoirs biocentriques que primordialistes procèdent à partir
des mêmes préjugés sur le corps sourd pour construire leur vision étriquée de la différence
qu’il porte. Cette critique sera l’occasion de remettre en question les différentes raisons qui
justifient l’incompatibilité imaginée existant entre les technologies telles que l’implant cochléaire
et les langues signées.

The deaf body by no means leaves us indifferent. Deafness raises questions, may surprise us
or even cause discomfort among onlookers. One thing is certain. Deafness disrupts human
experience sufficiently to give rise to a multitude of representations that intersect in the
deaf body, sometimes enabling it to develop, sometimes confining it in its difference. This
article will examine this type of representation. The author seeks to constitute a geneology
of certain types of reductionism that confine the difference of deafness and prevent it from
providing a positive experience for persons living with deafness. To this end, three types of
reductionism will be discussed: the unidimensional character of the deaf body, its inflexibility,
and its vulnerability to suffering. These three approaches will show how both biocentric and
primordialist knowledge proceed from the same prejudices about the deaf body and build a
narrow vision of the difference of deafness The criticism put forward in this article enables us
to call into question the various reasons used to justify the imaginary incompatibility between
technologies like the cochlear implant and sign languages.

Contents Foreword: Deaf Loss Andrew Solomon Deaf Gain: An Introduction H-Dirksen L. Bauman and Joseph J. Murray Editors' Note on Terminology I. Philosophical Gains 1. Armchairs and Stares: On the Privation of Deafness Teresa Blankmeyer Burke 2. Identifying the "Able" in a Vari-able World: Two Lessons James Tabery 3. The Case for Deaf Legal Theory through the Lens of Deaf Gain Alison Bryan and Steve Emery II. Language Gains 4. Three Revolutions: Language, Culture, and Biology Laura-Ann Petitto 5. Deaf Gain in Evolutionary Perspective David Armstrong 6. Deaf Gains in the Study of Bilingualism and Bilingual Education Ofelia Garcia and Debra Cole 7. What We Learned from Sign Languages When We Stopped Having to Defend Them Cindee Calton III. Language Gains in Action 8. Advantages of Learning a Signed Language Peter C. Hauser and Geo Kartheiser 9. Baby Sign as Deaf Gain Kristin Snoddon 10. Manual Signs and Gestures of the Inuit of Baffin Island: Observations during the Three...

The authors argue that Deafhood (a term coined by Dr. Paddy Ladd) is an open-ended concept with an essentialist core. They describe how deaf people who have attended their Deafhood lectures and workshops have perceived different aspects of the Deafhood concept, and compare the basic tenets of Deafhood and criticisms on Deafhood to theories and criticisms on feminist essentialisms. The authors find that the vagueness and wideness of the Deafhood concept is one of its strengths, though they also find that it is in some respects problematic to combine and unite ontology and liberation theory in one concept. They further sug- gest that the ontological aspects of Deafhood need to be foregrounded. The question of essentialism inherent in the Deafhood concept is also briefly discussed with regard to hearing people, the use of spoken lan- guage, and the use of amplification technology and cochlear implants.

این پایان‌نامه به بررسی موقعیت زبان اشاره در ایران و ویژگیهای زبانشناختی آن می‌پردازد. زبان اشاره که زبان اول ناشنوایان ایران است، در مراکز آموزشی و پژوهشی ناشنوایان نادیده گرفته می‌شود. کارشناسان و معلمان ناشنوایان هنوز این زبان را زبانی واقعی نمی‌دانند و از آن نه تنها در آموزش استفاده نمی‌کنند، بلکه تلاش دارند دانش‌آموزان ناشنوا را از استفاده از آن منع کنند، زیرا معتقدند این زبان مانعی برسر راه یادگیری زبان فارسی است.
زبان اشاره ایرانی نه تنها به دلیل ماهیت بصری-تصویری خود، بلکه به لحاظ ساختاری زبانی کاملا مستقل از زبان فارسی است. در پژوهش حاضر، ویژگیهای واج‌شناختی، صرفی و نحوی زبان اشاره ایرانی مورد بررسی قرار گرفته و نشان داده شده است که این زبان برخلاف تصور دست‌اندرکاران آموزش ناشنوایان یک زبان کامل است و تمامی ویژگیهای یک زبان را داراست. بنابراین نه تنها لازم است زبان اشاره در فهرست زبانهای ایرانی وارد شود، بلکه باید آن را به عنوان زبان اول و زبان فارسی را به عنوان زبان دوم به ناشنوایان آموزش داد.

Starters writing assessment is a systematic process by using appropriate instruments in order to determine learning behavior, placement, and learning in starters writing. Therefore, certain difficulties could be detected early. This study aims to conduct initial assessment to find deaf students with barriers in starters writing at State Elementary School for Exceptional Children of Kendalrejo, Talun, Blitar. The study is qualitative descriptive with 6 deaf students of 1st grade as samples. Data collection procedures of the study are in-depth interview with teacher by using structured interview guide, classroom observation, individual assessment analysis and documentation. The data are then verified and analyzed through theoretical interpretation to identify the barriers, needs, and recommendations in treating each student based on the writing process. Study results of the starters assessment show that there is a deaf student who has problem in eye-hand coordination and fine motoric. At last, the study offers solutions of needs and recommendations on writing skills through the fine motoric practice needs, training the students to continue writing, involving the students gradually, choosing the strategies that fit their difficulty level in the writing tasks, building confidence of the students, and arranging parenting class by the school.

La sociedad contemporánea es mayoritariamente urbana y las ciudades en que vivimos son y seguirán siendo plurilingües y pluriculturales. Sin embargo el sentido común parece llevarnos al ocultamiento de esta realidad. Una de estas minorías étnicas es típicamente urbana: la Comunidad de Sordos Mexicana. En este ensayo se intenta construir una aproximación crítica a la percepción de tal identidad colectiva, sin perder de vista que siempre se encarna en personas físicas, como cualquier otra identidad colectiva.

“[Audism] appears in the form of people who continually judge deaf people’s intelligence and success on the basis of their ability in the language of the hearing culture” (Bauman, 2004). This dissertation analyses the data collected from interviews completed by deaf people on Dysconscious Audism: the negative attitudes and prejudices whereby Deaf people intentionally or unintentionally discriminate against other Deaf people. It compares Dysconscious Audism and Audism and looks at how Social Enterprise can focus on tackling Dysconscious Audism by providing new deaf-led, deaf schools that would raise Deaf Consciousness of Deaf culture and pride in deaf identity by educating in sign language. This research identifies and exposes a newly-found form of Dysconscious Audism, termed Deaf-Elitism, that reinforces the notion that internalised class distinctions affects relationships between members of the Deaf Community.

The aim of this graduate thesis is to investigate how deaf educators became members of the permanent teaching staff at the Brazilian National Deaf Education Institute (INES) and to understand how their integration as deaf individuals occurred. Specific objectives were: to understand the accounts of deaf educators at INES, where deaf educators themselves analyzed how they became permanent teaching staff members; to analyze the accounts of students from Colégio de Aplicação (CAp/INES) and of deaf students from INES Department of Higher Education (DESU), in order to understand the likely impact of deaf educators' admission, as permanent teaching staff members, on the academic community; to investigate the inclusion of LIBRAS [Brazilian Sign Language] in INES Basic and Higher Education curricula; to investigate  the memory of the administrative paths from the inclusion of LIBRAS in the Basic and Higher Education curricula offered by INES, until the admission of deaf educators as permanent teaching staff members. The qualitative research was designed as a case study and based on Historical-Cultural Psychology. Our approach of account is based on Benjamin (1987), Cunha (1997), Joutard (2000), Thomson (2000), Vilanova (2000), Bruner (2001) and Grohs (2015). As research tools we adopted the narrative interview (BAUER & GASKELL, 2002), biographical and documentary questionnaires, and netnography approaches (KOZINETS, 1998; PERLIN & SOUZA, 2015). We presented the History of Education for the Deaf written in the 19th century, by Ferdinand Berthier, a deaf educator at the National Institute for the Deaf in Paris. We interviewed two retired deaf educators from INES and presented their archives and documents, which they kindly shared with us. We described the Civil Service Entrance Examination nr. 09/2012, LIBRAS deaf educators' profile and presented the results of interviews with four of those educators. In addition, weabade interviewed two students from CAp/INES and three deaf students from DESU. We compared INES educators’ results and accounts with those of the French educator, interpreting the Intersections, Lessons and Doubts. We enquired how INES can become more and more the House of the Deaf, and at the same time, a common house, as defined by Nóvoa (2017).

İşitme engelli bireyler, başta sağlık, eğitim, ekonomik ve hukuki alanlar olmak üzere hayatın her alanında birçok sorunla karşı karşıya kalmaktadır. Bu sorunların kaynağında iletişim yer almaktadır. İşitme engelli bireylerin yaşadığı iletişim sorunları, onların hayatının her alanında anlama ve anlaşılma güçlüğü çekmelerine neden olmakta, dolayısıyla onların toplumdan izole bir yaşam sürmelerine neden olmaktadır. Bu problemden yola çıkılarak işitme engelli bireylerin yaşadıkları sorunların gün yüzüne çıkması ve gerekli politikaların üretilmesine vesile olması amacıyla araştırma yapılmıştır. Bu araştırmada nitel araştırma yöntemlerinden yarı-yapılandırılmış görüşme türü uygulanmıştır. Sivas ilinde yaşayan 25 işitme engelli bireyin kamusal alanlardan hizmet alımında yaşadığı sorunlar çeşitli alanlarda incelenmiştir. Bu amaç doğrultusunda işitme engelli bireylerle işaret dilinde derinlemesine görüşmeler yapılmış ve elde edilen veriler betimsel analiz tekniği ile yorumlanmıştır. İşitme engellilerin iletişim sorunlarından dolayı sağlıkla ilgili yeterince hizmet alamadıkları, eğitim alanında uygun ve yeterli eğitimi görmedikleri ve buna bağlı okuma-yazmada, iletişim kurmada yetersiz kaldıkları, çalışma hayatında iş ortamı ve işin gerektirdiği sisteme uyumda sorun yaşadıkları, hukuki alanlarda yasal haklarına hakim olmadıkları sonucuna ulaşılmıştır. ABSTRACT Hearing-impaired individuals, in every part of life, facewith a lot of problems such as notably health, education, business life, economic and legal processes. There is communication in the crux of the problem. The communication problems that the hearing-impaired people have causes to suffer from understanding and being understood difficulty in every part of their life, so it causes them to live isolated from the community. From this problem, the research has been carried out in order that the problems of the hearing impaired individuals will be come to light and that the necessary policies regarding these problems will be developed. In this research, semi-constructed interview stylewhich is from the qualitative research methods, was implemented. The dimension of these problems that 25 hearing-impaired individuals have, living in Sivas province was examined. In accordance with this purpose, in-depth interviews were conducted with the hearing impaired individuals in sign language and the data to be obtained were interpreted with descriptive analysis technique. In conclusion, it was reached that the hearing-impaired individuals maintained a self-closed life in the social sphere because they didn't examine for not communicating in the healthcare field, they didn't take suitable and sufficent education therefore they were inelligible for reading, writing and communicating in the field of education, they got into trouble in adaptation to the workplace environment and the system that the work needed in the business life and they didn't have full knowledge of their legal rights in the field of judicial.

Landlord defames deaf disabled senior citizen after her disabled parking space is blocked three times in one month by three different drivers. Two of these incidents were planned but landlord gave no 24 written notice as required by law. Landlord then tries to evict her based on her "startled" reaction to strange men intruding into her private premises making noise.

"Deafness [is] a cultural category with medical considerations rather than a medical condition with cultural ramifications."-K.M. Christensen (2010, p. 82)

"What good are deaf people to society? [This difficult question] must now be explored if the Deaf world is to continue in the face of biopower institutions intent on the eradication of the Deaf community."-H-D. L. Bauman (2008 p. 15).

"Providing quality, effective services for d/Dhh students is complex and often difficult because of the heterogeneity of the deaf population. [Variance factors include] genetics, family support, socioeconomic status of the family, and community resources [likewise] age of identification and initiation of services, quality and quantity of early intervention services provided, degrees of hearing levels, primary mode of communication being used, and amplification use and benefits. Also, many individuals who are d/Dhh have multiple learning challenges (i.e. learning disabilities, attention deficit disorder, autism) with medical origins as a result of the etiologies of their hearing loss (e.g. preterm birth, meningitis, cytomegalovirus, measles, encephalitis, ototoxicity, Usher syndrome, Waardenberg syndrome). In addition to the challenges of addressing the vast individual differences among d/Dhh students, educators and families are faced with a shortage of evidence-based practices (EBPs) … demonstrated as effective with d/Dhh students…The lack of EBPs results from … the low-incidence of the d/Dhh population and the wide geographical dispersion of students. However, the problem is exacerbated by a historical overreliance on sources such as experience, tradition, expert opinion, and personal beliefs rather than demonstrated efficacy to determine how and what to teach."-J. Luckner (2018, p. vii)

DESCRIPTION/OVERVIEW:
This course introduces concepts and issues about educational and cultural diversity. It focuses on deaf students’ experiences, deaf education research, and teaching practices shaped by them. There are two primary goals: 1) to understand the combined roles of cultural diversity and individual differences for the education of deaf persons, and 2) to examine the theoretical and practical effects of cultural and educational diversity upon curriculum and classroom practices within (deaf) education as a sociocultural institution.
Content Warning: Owning to the oft-conflictive nature of diversity, readings may contain subject matter that may be controversial or difficult to confront (e.g. Nazi eugenics, HIV/AIDS, prostitution). Please read with care and respect. Exercise your own judgement about how and what you read.
Students will explore, interpret, analyze, and apply research (theoretical and empirical) about educational and cultural diversity by comparing and contrasting case studies and examining complex ethical dilemmas common in deaf education. Students will develop teaching repertories by evaluating, synthesizing, and reflecting on the complex, interdependent relationships between aspects of diversity, such as race, ethnicity, socioeconomic backgrounds, cultures, languages, and their social histories. Via the course, students will understand how plural forms of diversity shape learning and teaching, with a focus on understanding the role of diversity in the curriculum.
COURSE GOALS & OUTCOMES:
Upon successful completion of the course, students will be able to (SWBAT): (1) Read, summarize, and interpret contemporary deaf research. (2) Define and describe multiple forms of individual and group diversity. (3) Understand how fundamental concepts constitute diversity in education, (e.g.: culture, values, language, class, gender, etc.). (4) Explore ethical dilemmas and conflicts that are present in deaf education research and practice. Finally, working alone and in groups, (5) Use academic communication to share findings and articulate critical stances regarding course themes and topics (including online discussion boards, student-created Vlogs, and curriculum planning units).
PROGRAM OUTCOMES:
The experiences, philosophies, and methods included in this course are designed to: (1) Acculturate MSSE students to the thought processes, values, and practices of highly qualified deaf educators. (2) Assist teacher-candidates in becoming self-reflective deaf educators who are lifelong learners. (3) Synthesize evidence-based practices from social and deaf education research in preparation for student teaching and early-career teaching. (4) Develop a knowledge base that supports the social, academic, and communication needs of diverse deaf students in a variety of educational environments.
SKYER’S STATEMENT OF ARTICULATION:
Diversity is elusive and omnipresent; at once easy and impossible to define. This class’ design exposes you to a research corpus that explores interdependent relationships between multiple components of diversity in education. The course will assist you in understanding how to make ethical decisions about teaching and curriculum within increasingly diverse, increasingly complex, and changing environments. The class has two main goals: (1) to understand the complexity of deaf students’ diversity; and (2) to devise ways to respond to diversity via research-supported teaching practices. Together, we will come to understand how diversity shapes ethical, evidence-based curriculum planning, pedagogical interventions, and assessment practices. The course design provides abundant opportunities for actively discussing contemporary issues in deaf education. Considerable effort has been made to select current research that views deafness, disability, and diversity positively. However, diversity is often a source of disagreement. As such, the theme of conflict overarches the course, extant in various forms across all sites of educational and cultural diversity. The broad theme for this course is: applying theory on diversity in teaching.

Comment les personnes sourdes vivent-elles l’oppression au jour le jour? Voilà l’une des questions explorées dans "C’est tombé dans l’oreille d’une Sourde", une bande dessinée bilingue en langue des signes québécoise (LSQ) et en français (une bande dessignée) produite à partir d’extraits d’entrevues avec des personnes sourdes réalisées dans le cadre de ma thèse de recherche-création. En partant du postulat que l’oppression est ce qui est éprouvé à travers des pratiques quotidiennes souvent bien intentionnées (Young, 1990), l’article se penche sur les dimensions affectives de l’oppression vécues par les personnes sourdes, démystifie l’audisme en explorant trois de ses manifestations et se termine par une réflexion sur l’agentivité et la solidarité nécessaires à l’avènement d’autres possibles.

An arts based enquiry provides an account of how a Deaf teacher negotiated her identity within an audist educational environment. This enquiry is supported by autoethnographic data gleaned from personal journals and a brief discourse analysis of policy recommendations revealing institutional audism. The account reveals the encounters between the Deaf teacher and her interpreting staff who attempt to undermine her as a supervisor and a teacher. This narrative was initially interpreted as a conflict between strong personalities. In this study, however, the narrative is told against the backdrop of colonialism, and specifically, audism. With insights provided through visual art, the interplay between image and text makes for a richer and multilayered story, revealing injustices, and a much compassionate view of all the players who were struggling with the pain of being subjected to audism.

Abstrakt: Celem badań było rozpoznanie biografii turystycznych osób niesłyszących, dla których podstawowym sposobem komunikowania się jest język migowy. Analizie poddano autobiografie spisane przez cztery kobiety i trzech mężczyzn, mieszkańców Poznania, powyżej pięćdziesiątego roku życia. Wyniki badań wykazały, iż: rodzaj niepełnosprawności osób niesłyszących nie powoduje ograniczeń w ich aktywności turystycznej; pozytywne doświadczenia turystyczne przyczyniają się do wzrostu poczucia własnej wartości i zmniejszenia alienacji społecznej; do najwyraźniej zapisanych w pamięci należą wyjazdy związane z ważnymi, osobistymi wydarzeniami (wzbudzającymi silne emocje); percepcja subiektywnej przestrzeni turystycznej i możliwość odczuwania satysfakcji z jej penetracji zależy od stopnia akceptacji społecznej, jak również osobistej akceptacji głuchoty przez osoby niesłyszące. 
Słowa kluczowe: subiektywna przestrzeń turystyczna, turystyka osób niesłyszących, biografia turystyczna Keywords: subjective tourism space, tourism of deaf people, tourism biography

Les sourds comme figures de tensions identitaires
L’identité sourde contemporaine, comme enjeu de la « culturalisation » de la surdité exprimée
à travers la figure du Sourd, met en dialogue plusieurs logiques sociétales. Le présent article
se penche sur deux de ces logiques. En ce qu’elles renvoient à des mondes en rupture et en
continuité, les logiques de prise en charge et de revendications identitaires au coeur du processus
de communautarisation de l’identité sourde permettent d’explorer les négociations à l’oeuvre dans
la construction de la surdité comme réalité ethnique et culturelle. L’identité sourde, répondant à
ces deux logiques, apparaît ainsi comme une complexe dyade. Dyade qui, si elle éclaire certains
aspects de la figure du Sourd, n’épuise pas les questions soulevées par la « culturalisation » de la
surdité.

The Deaf : A Symbolic Example of Identitary Tensions
Current deaf identity, as a central issue of the “culturalisation” process of deafness
expressed through the Deaf figure, brings together several social logics. This article questions two
of these logics. Linked to worlds that are in rupture and in continuity, the logic of institutional
help and that of identity-claiming are at the root of the communitarisation process of deaf identity
which allows the exploration of negotiations in the construction of deafness as a cultural and
ethnical reality. The deaf identity linked to these two logics appears as a complex dyad and,
although it provides some insight on the Deaf figure, several questions related to the
“culturalisation” of deafness remain unanswered.

El Sordo: un ejemplo simbólico de una identidad en tensión
La identidad contemporánea de los sordos, en tanto que reto de la culturalización de la
sordera, se expresa a través de la figura del Sordo y establece un diálogo entre múltiples lógicas
sociales. El presente artículo aborda dos de dichas lógicas. Las lógicas institucionales de ayuda y
las de reivindicaciones identitarias, en pleno centro de los procesos de comunitarización de la
identidad sorda, ya que remiten a mundos en ruptura y en continuidad, permiten explorar las
negociaciones que intervienen en la construcción de la sordera como realidad éétnica y cultural.
La identidad sorda, ligada a estas dos lógicas, se presenta como una díada compleja. Díada que,
si bien ilumina algunos aspectos de la figura del Sordo, no agota las cuestiones que plantea la «
culturalización » de la sordera.

Key words: deaf, Deaf culture, social integration.
Abstract:  The social policy of many countries is moving towards preventing the social exclusion of people with a disability (PwD) through increasing social integration.  In order to form this process (likewise within the sphere of leisure time) correctly it is first necessary to become acquainted with the opinions of PwD and the non-disabled section of society on attitudes to mutual interaction. The main aim of this article is to present the opinions of Deaf people (n=292) who use Polish Sign Language (PSL) on spending leisure time with hearing people, and also the views of hearing members of society (n=1780) regarding integration with PwD also during this period. The results of questionnaires carried out in Poland from 2004-2010 constituted the basis for the analysis of this issue. The results indicate the need for the creation of a wide range of leisure activities (including tourism) aimed specifically at Deaf people. This should take into account giving information via sign language, individual interests, and also guarantee a sense of social acceptance through the understanding of the behavioral conditions of PSL users.

Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling to achieve recognised Higher Education qualifications through the UK’s educational system, which demands that the English language comes first in terms of policy, procedure and practice. Deaf communities attempting to promote Sign Language rights within the UK are currently struggling in these attempts, with the lack of a substantial British Sign Language Act in place (as has been implemented in Scotland in 2016) in both England and Wales. These rights are based on the UN Convention on the Rights of Persons with Disabilities, and state that deaf people have the right to be educated through choosing the option of British Sign Language.

The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.

The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.

Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.

Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.

Chaibue e Aguiar (2016) submitted statistical data to demonstrate major difficulties on the part of the Sign Language Translators/Interpreters when translating from Brazilian Sign Language (Libras) to Oral Portuguese (LPO). I will consider that, by associating Translation Studies with the current Sociolinguistics Studies, it is possible to provide solutions for the translation of the voices and images of the Deaf Gay when performing an artistic show as a Drag Queen. Thus, from a qualitative approach in which data analysis was inductive and interpretative, I invoked the (re)interpretation of the translation techniques – reformulation, free translation and back translation – so as to understand the linguistic variation, the social meaning of the variation and the speech style of the Drag Queen. As a result, I have confirmed the hypothesis raised: for translating the voices and images of the Deaf Gay when performing a Drag Queen, it is essential to associate Translation Studies with Gender and Style Studies, in particular those ones which Sociolinguistics are embedded.

This paper presents a review of the use of auto-driven photo-elicitation interviews in research with young d/Deaf people as a tool for equalising power imbalances caused by linguistic difference. A brief review of the ways in which other qualitative research methods have been adapted to attempt to make them more accessible to d/Deaf participants is offered. The method of autodriven photo-elicitation interviews is then outlined with specific focus on its relevance to research with d/Deaf people, before presenting a background to the research project for which this method was used. This project examined the experiences of transition to adulthood and transition planning of eight young d/Deaf people from the South West of England. Finally, the advantages and disadvantages of auto-driven photo-elicitation interviews are discussed.

Black Deaf children’s language has been, and continues to be, a source of oppression and struggle. This paper considers how discourse around language contributes to naturalising white supremacy; that is, the concept that white language, culture, and “ways of knowing” are superior (Mills, 1997). A significant but understudied area is Black American Sign Language (BASL), a variation of American Sign Language (ASL), the language of the North American Deaf community. BASL lies at the intersection between white supremacy and audism, “the hearing way of dominating, restructuring, and exercising authority over the deaf community” (Lane, 1992). Just as “African American studies critiques white supremacy, Deaf Studies critiques … audism.” (Bauman, 2008). I critically consider the ways in which white supremacy and audism both have their bases in assumptions of the moral, intellectual and aesthetic superiority of dominant white and hearing (non-deaf) cultures. The history of education policy and discourse around language in the education of Black and Deaf children has revolved around concerns that students are taught to communicate “properly” and “normally”, as exemplified in the Oakland Ebonics debate. Less well known is the history in segregated Deaf schools of paternalism and oralism (using only lip-reading and forbidding sign language). I argue that concern about students communicating “properly” is more than misguided benevolence, but rather a way to suppress Black and/or Deaf “ways of knowing” (such as in the concept of “Deafhood”) in order to reinforce the supremacy of white and hearing thought, culture and language. I show how both Black and Deaf bodies and language have been dehumanised, pathologised and problematised in similar but historically distinct and unique ways in educational systems (Sanchez, 2015; Jackson, 2006).

Book Chapter In K. Ellis, G. Goggin et B. Haller (dir.). 2020. Routledge Companion to Disability and Media. Londres et New York : Routledge. Alfred Metallic, who wrote and defended the first Indigenous-language thesis in Canada, reflected on the fundamental importance of his First Nations' language, Mi'gmaw in producing knowledge: "Our language, it's how we maintain our relations and how we understand where we come from. It gives you access to your place in the world." i Reading his words, I realize once again the importance of language in building minoritized epistemologies. ii Maybe one day, I'll will submit a chapter in sign language and you would read me with a book reader technology, watching a video of someone signing Quebec Sign Language or international signs, reading or listening to captions. For now, I'll write with these words, the ones I write and you read, the one that represent the oral languages of hearing people.