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Gallaudet University Press
Emergence, Struggle, and Rhetoric
Employing the methodology successfully used to explore other social movements in America, this meticulous study examines the rhetorical foundation that motivated Deaf people to work for social change during the past two centuries. In clear, concise prose, Jankowski begins by explaining her use of the term social movement in relation to the desire for change among Deaf people and analyzes the rhetoric they used, not limited to spoken language, to galvanize effective action. Central to Deaf Empowerment is the struggle between the dominant hearing society and Deaf people over the best means of communication, with the educational setting as the constant battleground. This evocative work first tracks the history of interaction between these two factions, highlighting the speaking majority’s desire to compel Deaf people to conform to “the human sciences” conventionality by learning speech. Then, it sharply focuses on the development of the Deaf social movement's ideology to seek general recognition of sign language as a valid cultural variation. Also, the influence of social movements of the 60s and 70s is examined in relation to the changing context and perception of the Deaf movement, as well as to its rhetorical refinement. Deaf Empowerment delineates the apex of effective Deaf rhetoric in describing the success of the Deaf President Now! protest at Gallaudet University in 1988, its aftermath, and ensuing strategies. It concludes with an assessment of the goal of a multicultural society and offers suggestions for community building through a new humanitarianism. Scholars of social movements and Deaf studies will find it to be a uniquely provocative addition to their libraries and classrooms.
A Comparative Perspective
Goedele A. M. De Clerck presents cross-cultural comparative research that examines and documents where deaf flourishing occurs and how it can be advanced. She spotlights collective and dynamic resources of knowledge and learning; the coexistence of lived differences; social, linguistic, cultural, and psychological capital; and human potential and creativity. Deaf Epistemologies, Identity, and Learning argues for an inclusive approach to the intrinsic human diversity in society, education, and scholarship, and shows how emotions of hope, frustration, and humiliation contribute to the construction of identity and community. De Clerck also considers global-local dynamics in deaf identity, deaf culture, deaf education, and deaf empowerment. She presents empirical research through case studies of the emancipation processes for deaf people in Flanders (a region of Belgium), the United States (specifically, at Gallaudet University in Washington, DC), and the West African nation of Cameroon. These three settings illuminate different phases of emancipation in different contexts, and the research findings are integrated into a broader literature review and subjected to theoretical reflection. De Clerck’s anthropology of deaf flourishing draws from her critical application of the empowerment paradigm in settings of daily life, research, leadership, and community work, as she explores identity and well-being through the interdisciplinary lens developed in this book. This work is centered around practices of signed storytelling and posits learning as the primary access and pathway to culture, identity, values, and change. Change driven by the learning process is considered an awakening—and through this awakening, the deaf community can gain hope, empowerment, and full citizenship. In this way, deaf people are allowed to shape their histories and the result is the elevation of all aspects of deaf lives around the world.
Multiple Perspectives on the Acquisition of Knowledge
Epistemology is the study of how “knowledge” is formed. Standard epistemology isolates the “known” from the “knowers,” thereby defining “knowledge” as objectively constant. Multiple epistemoligies suggest that individuals learn in different ways shaped by life factors such as education, family, ethnicity, history, and regional beliefs. In this groundbreaking volume, editors Peter V. Paul and Donald F. Moores call on ten other noted scholars and researchers to join them in examining the many ways that deaf people see and acquire deaf knowledge. This collection considers three major groups of deaf knowledge perspectives: sociological and anthropological, historical/psychological and literary, and educational and philosophical. The first explores the adoption of a naturalized, critical epistemological stance in evaluating research; the epistemology of a positive deaf identity; how personal epistemologies can help form deaf education policies; and valuing deaf indigenous knowledge in research. The next part considers dueling epistemologies in educating deaf learners; reforms in deaf education; the role of deaf children of hearing parents in creating Deaf epistemologies; and the benefit of reading literature with deaf characters for all studentds. The final part explores the application of the Qualitative-Similarity Hypothesis to deaf students’ acquisition of knowledge; a metaparadigm for literacy instruction in bilingual-bicultural education; collaborative knowledge-building to access academia; and and examination of the benefits and disadvantages of being deaf.
Born in 1938, R. H. Miller was the oldest of four hearing boys with deaf parents in Defiance, Ohio, a small agricultural community. Deaf Hearing Boy is Miller’s compelling account of the complex dynamics at work in his family, including the inter-generational conflicts in which he found himself, the oldest child of deaf adults (CODA), caught in the middle. In 1942, Miller’s family moved to Toledo so that his father could find work. There, they fared well during World War II because his father worked in manufacturing as a member of Roosevelt’s “civilian army.” Miller’s mother loved urban life, where she and the family could immerse themselves in the Toledo Deaf community, especially at the Toledo Silent Club. The end of the war marked the end of prosperity for the Miller family. Returning soldiers displaced all of the deaf workers, who then had to scrape for a living. The Millers, close to destitution, returned to the family farm in Defiance. Miller depicts the return to farm life as one of tremendous hardship, both economically and psychologically. They lived off the land from hand to mouth. He also describes his grandparents’ distrust of his parents because they were deaf, and he writes candidly of his role as an unwilling agent in the misunderstandings between them. Miller also portrays the bias he endured in school and town. Parents of girlfriends would force their daughters to stop dating him for fear that his family’s deafness would be passed down. In the early 1950s, Miller’s grandparents sold the farm and his parents returned to industrial work. Miller excelled at school, and eventually left home for college and life in academia. His later reflections reveal a deep, abiding respect for his parents, despite his early difficulties. Deaf Hearing Boy presents an intimate depiction of a changing time for hearing and deaf Americans alike, when the family farm disappeared and the isolation of Deaf people also began to fade. In witnessing this transformation of society through his family’s life, Miller adds an important chapter to the collective narrative of Deaf people, one made all the more poignant and vivid as told by their Deaf Hearing Boy.
Told through a series of quirky, irreverent short stories and letters home during the early 1980s, The Deaf Heart chronicles a year in the life of Dempsey “Max” McCall, a Deaf biomedical photography resident at a teaching hospital on the island of Galveston, Texas. Max strives to become certified as a Registered Biological Photographer while straddling the deaf and hearing worlds. He befriends Reynaldo, an impoverished Deaf Mexican, and they experience a number of unusual escapades on the island. At the hospital, Max has to contend with hearing doctors, nurses, scientists, and teachers. While struggling through the rigors of his residency and running into bad luck in meeting women, Max discovers an ally in his hearing housemate Zag, a fellow resident who is also vying for certification. Toward the end of his residency, Max meets Maddy, a Deaf woman, who helps bring balance to his life.
A Narrative History of Deaf America
Now, Jack R. Gannon’s original groundbreaking volume on Deaf history and culture is available once again. In Deaf Heritage: A Narrative History of Deaf America, Gannon brought together for the first time the story of the Deaf experience in America from a Deaf perspective. Recognizing the need to document the multifaceted history of this unique minority with its distinctive visual culture, he painstakingly gathered as much material as he could on Deaf American life. The result is a 17-chapter montage of artifacts and information that forms an utterly fascinating record from the early nineteenth century to the time of its original publication in 1981. Deaf Heritage tracks the development of the Deaf community both chronologically and by significant subjects. The initial chapter treats the critical topics of early attempts at deaf education, the impact of Deaf and Black deaf teachers, the establishment of schools for the deaf, and the founding of Gallaudet College. Individual chapters cover the 1880s through the 1970s, mixing milestones such as the birth of the National Association of the Deaf and the work of important figures, Deaf and hearing, with anecdotes about day-to-day deaf life. Other chapters single out important facets of Deaf culture: American Sign Language, Deaf Sports, Deaf artists, Deaf humor, and Deaf publications. The overall effect of this remarkable record, replete with archival photographs, tables, and lists of Deaf people’s accomplishments, reveals the growth of a vibrant legacy singular in American history.
A Reader of Primary Documents
In this landmark reader, Benjamin Fraser offers in five parts 44 Spanish documents dating from 1417 to the present, translated for the first time to trace the turbulent history of Deaf culture in Spain. Part I: The Birth of Oralism and Deafness as Metaphor illustrates the predominant impression of deafness as isolation, exemplified by Teresa de Cartagena writings in 1455-60 about deafness as an island. Part II: The Return to Deaf Education highlights writers who wished to restore “the Spanish ‘Art’” of educating deaf students. Lorenzo Hervás y Panduro wrote The Spanish School of Deafmutes, or Method of Teaching Them to Write and Speak the Spanish Language in 1795. Yet, Madrid’s Royal School for Deaf-Mutes, which opened in 1805, taught deaf students using methodical signs adopted from France’s Abbé de l’Epée. Readings in Part III :The Contemporary Deaf Experience reveal considerations from the 1970s to the ‘90s of Deaf culture and linguistics similar to those in the United States, typified by the works of Inés Polo and Félix-Jesús Pinedo Peydró. The fourth part, The Recognition of Deaf Language and Culture, marks the expansion of academic research in Spain. María Angeles Rodríguez González spearheaded Spanish Sign Language (LSE) linguistics in 1992 with her publication Sign Language. The final part, A Selection of Deaf Poetry, concludes these documents with verse in Spanish spoken dialects rather than LSE, indicating that the evolution of the Deaf experience in Spain continues on its own path today.
The Deaf History Reader presents nine masterful chapters that bring together a remarkably vivid depiction of the varied Deaf experience in America. This collection features the finest scholarship from a noteworthy group of historians, including Reginald Boyd, Barry A. Crouch, Mary French, Brian H. Greenwald, Harlan Lane, Harry G. Lang, Kent R. Olney, Richard Pillard, Jill Hendricks Porco, Michael Reis, and volume editor John Vickrey Van Cleve. The incisive articles collected here include an exploration of the genesis of the Deaf community and early evidence of the use of sign language; a comparison of a failed, oralist school for deaf students in Virginia to the success of the American School for the Deaf in Hartford, Connecticut; the development of Deaf consciousness among people who carried a dominant gene for deafness; a biographical sketch of Mary Ann Walworth Booth, an accomplished deaf woman who lived on the Western frontier; an account of Deaf agency in the Indiana Institution and the Evansville Day School; the early antecedents of mainstreaming deaf children despite the objections of their parents; a profile of Alexander Graham Bell that contrasts his support of eugenics to his defense of Deaf rights; the conflicting actions of supervisors of the Pennsylvania Society for the Advancement of the Deaf; and finally, the critical role played by deaf people in the Chicago Mission for the Deaf’s success in maintaining the Deaf community for more than five decades. The remarkably rich range of topics treated in The Deaf History Reader assure its future status as a standard resource for all Deaf scholars and students.
Interpretations from the New Scholarship
Deaf History Unveiled features 16 essays, including work by Harlan Lane, Renate Fischer, Margret Winzer, William McCagg, and other noted historians in this field. Readers will discover the new themes driving Deaf history, including a telling comparison of the similar experiences of Deaf people and African Americans, both minorities with identifying characteristics that cannot be hidden to thwart bias. Other studies track societal paternalism toward deaf people in Italy, Hungary, and the United States. Adding to its intrigue, the new research in this milestone study provides evidence for previously uncredited self-determination of Deaf people in establishing education, employment, and social structures common throughout the Northern Hemisphere. Historians, teachers, and students alike will prize Deaf History Unveiled as a singular collection of insights that will change historical perspectives on the Deaf experience worldwide.
Local Lives, Transnational Connections
In his revolutionary new book, Jan-Kåre Breivik profiles ten Norwegian Deaf people and their life stories within a translocal/transnational framework. Breivik notes that, unlike hearing people, who form their identities from familial roots and local senses of place, deaf individuals often find themselves distanced from their own families and akin to other deaf people in far locations. His study records emerging deaf identities, which he observes are always in the making, and if settled, only temporarily so. To capture the identification processes involved, he relies upon a narrative perspective to trace identity as temporarily produced through autobiographical accounts or capsule life stories. As a result, he has produced striking, in-depth accounts of how core questions of identity are approached from different deaf points of view. The ten stories in Deaf Identities in the Making reveal deaf people who would like a stronger link to the Deaf world. Each story sheds different light on the overriding, empowering master narrative that has become an integral feature of the Deaf community. Like success stories from other minorities, the Deaf life story reinforces the collective empowerment process in a Deaf social milieu. Because of these revelations, Breivik’s findings easily reverberate globally in conjunction to the striking similarities of deaf lives around the world, particularly those connected with the experiences of being translocal signers who have struggled for identity in an overwhelmingly hearing context.