DEAF 406 Lecture Notes - Lecture 12: Deaf Education, Cultural Imperialism, Paternalism
Wednesday, December 6, 2017
Conclusion
- What does it mean to be the Deaf learner?
o Transformative educational environment
o Understanding the history of their oppression, learn how to stand up to the
oppression, and also not accept people telling them they can’t and instead telling
themselves that they can
- Cultural Imperialism
o Deaf Education has long been an example of cultural imperialism, in which
Deaf children have been “defined from the outside, positioned, and placed by a
system of dominant meanings…arising from elsewhere, from those with whom
they do not identify and who do not identify with them” (Komesaroff, 2008, p.
115). How? Examples?
▪ Oralism
▪ Forcing hearing community values on Deaf community
▪ Not giving access
- Paternalism and Hearing Ethnocentrism
o The Deaf education system “is charged with paternalism and hearing
ethnocentrism” (Komesaroff, 2008, p. 116). How? Examples?
▪ Example of group acting out interpreter with Deaf student
▪ Students can’t think for themselves
▪ Need to be coerced into doing what they are supposed to do
o The Deaf education system “is charged with paternalism and hearing
ethnocentrism” (Komesaroff, 2008, p. 116). How? Examples?
▪ Putting hearing values above Deaf community values
▪ Example of hearing kids thinking they were too good to talk to and help
out the Deaf kid in their class
- Language Policies and Educational Practices
o Komesaroff (2008) states that, “the changes that are needed in educational policy,
practice, and teacher education can be made, but they require radical shifts in
language policy and educational practices” (p. 116). How? Examples?
▪ Example of the teacher at the CA Deaf Residential School (Rachel)
▪ DPN
▪ Bringing together the two cultures/worlds
- Awareness of the Discriminatory Practices
o Komesaroff (2008) stresses that, “to effect change, educators must become aware
of the discriminatory practices within their own schools (Edelsky 1991).
Language practices in deaf education should recognize the needs of deaf children
as minority language bilinguals. Before significant changes in deaf education can
come about, educators will have to recognize the disadvantage imposed on deaf
students by a system of education dominated by hearing teachers [and others]
who are unable to instruct [or work with] these students in their own language”
(p. 120)
- So, now what can you do?
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Document Summary
Cultural imperialism: deaf education has long been an example of cultural imperialism, in which. Deaf children have been defined from the outside, positioned, and placed by a system of dominant meanings arising from elsewhere, from those with whom they do not identify and who do not identify with them (komesaroff, 2008, p. Examples: oralism, forcing hearing community values on deaf community, not giving access. Paternalism and hearing ethnocentrism: the deaf education system is charged with paternalism and hearing ethnocentrism (komesaroff, 2008, p. 116). Examples: putting hearing values above deaf community values, example of hearing kids thinking they were too good to talk to and help out the deaf kid in their class. Language policies and educational practices: komesaroff (2008) states that, the changes that are needed in educational policy, practice, and teacher education can be made, but they require radical shifts in language policy and educational practices (p. 116).
