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Memories of World War II and Afterward
“She’s got no more business there than a pig has with a Bible.” That’s what her father said when Mary Herring announced that she would be moving to Washington, DC, in late 1942. Recently graduated from the North Carolina School for Black Deaf and Blind Students, Mary had been invited to the nation’s capital by a cousin to see a specialist about her hearing loss. Though nothing could be done about her deafness, Mary quickly proved her father wrong by passing the civil service examination with high marks. Far from Home: Memories of World War II and Afterward, the second installment of her autobiography, describes her life from her move to Washington to the present. Mary soon became a valued employee for the Navy, maintaining rosters for the many servicemen in war theaters worldwide. Her remarkable gift for detail depicts Washington in meticulous layers, a sleepy Southern town force-grown into a dynamic geopolitical hub. Life as a young woman amid the capital’s Black middle class could be warm and fun, filled with visits from family and friends, and trips home to Iron Mine for tearful, joyous reunions. But the reality of the times was never far off. On many an idyllic afternoon, she and her friends found somber peace in Arlington Cemetery, next to the grave of the sole Unknown Soldier at that time. During an evening spent at the U.S.O., one hearing woman asked how people like her could dance, and Mary answered, “With our feet.” She became a pen pal to several young servicemen, but did not want to know why some of them suddenly stopped writing.
Physical Disability in Victorian Culture
Highly recommended . . . Holmes moves seamlessly from novelists like Charles Dickens to sociologists like Henry Mayhew to autobiographers like John Kitto. ---Choice "An absolutely stunning book that will make a significant contribution to both Victorian literary studies and disability studies." ---Rosemarie Garland-Thomson, Emory University "Establishes that Victorian melodrama informs many of our contemporary notions of disability . . . We have inherited from the Victorians not pandemic disability, but rather the complex of sympathy and fear." ---Victorian Studies Tiny Tim, Clym Yeobright, Long John Silver---what underlies nineteenth-century British literature's fixation with disability? Melodramatic representations of disability pervaded not only novels, but also doctors' treatises on blindness, educators' arguments for "special" education, and even the writing of disabled people themselves. Drawing on extensive primary research, Martha Stoddard Holmes introduces readers to popular literary and dramatic works that explored culturally risky questions like "can disabled men work?" and "should disabled women have babies?" and makes connections between literary plots and medical, social, and educational debates of the day. Martha Stoddard Holmes is Associate Professor of Literature and Writing Studies at California State University, San Marcos.
Special Education in Boston, 1838-1930
In his perceptive study of the education of disabled children during the 19th and early 20th centuries, Robert Osgood focuses upon the Boston school system as both typical and a national leader among urban centers at that time. Osgood points out that a host of significant figures worked in education in the region, including Horace Mann, George Emerson, and John Philbrick, and also Thomas Hopkins Gallaudet, Samuel Gridley Howe, Edouard Seguin, Hervey Wilbur, and Walter Fernald, each of the latter group noted for first founding and/or directing institutions for individuals with disabilities. For “Children Who Vary from the Normal Type” describes the growth of Boston and its educational system during this period, then examines closely the emergence of individual programs that catered to students formally identified as having special needs: intermediate schools and ungraded classes; three separate programs for students with children; special classes for mentally retarded children; and other programs established between 1908 and 1913. Osgood describes these programs and their relations with each other, and also the rationales offered for their establishment and support. This detailed examination graphically depicts how patterns of integration and segregation in special education shifted over time in Boston, and provides a foundation for continuing the present-day discussion of the politics and realities of inclusion.
The meaning of any linguistic expression resides not only in the words, but also in the ways that those words are conveyed. In her new study, Miako N. P. Rankin highlights the crucial interrelatedness of form and meaning at all levels in order to consider specific types of American Sign Language (ASL) expression. In particular, Form, Meaning, and Focus in American Sign Language, Miako N. P. Rankin considers how ASL non-agent focus, similar to the meaning of passive voice in English. Rankin’s analyses of the form-meaning correspondences of ASL expressions of non-agent focus reveals an underlying pattern that can be traced across sentence and verb types. This pattern produces meanings with various levels of focus on the agent. Rankin has determined in her meticulous study that the pattern of form-meaning characteristic of non-agent focus in ASL is used prolifically in day-to-day language. The recognition of the frequency of this pattern holds implications regarding the acquisition of ASL, the development of curricula for teaching ASL, and the analysis of ASL discourse in effective interpretation.
The Taiwanese Example
In the growing body of research on sign language linguistics, one area of inquiry considers an important component of all sign languages — handshapes — and whether the use of specific kinds increase in direct relation to the ease of their formation. Author Jean Ann provides significant clarification in her book Frequency of Occurrence and Ease of Articulation of Sign Language Handshapes: The Taiwanese Example. Ann employs a straightforward methodology in her examination of the use of Taiwan Sign Language (TSL) handshapes in five succinct chapters. In the first chapter, she discusses the two approaches linguists have taken toward understanding languages, and how these theories have influenced sign language researchers’ consideration of the ease of articulation and frequency of handshapes. In her second chapter, Ann delineates the physiology of hands and explains why certain digits move with greater dexterity than others. Ann applies this physiological information in the third chapter to construct a model for determining the ease of articulation of any logically possible handshape. She divides the handshapes into three categories, ranging from impossible to easy. In the fourth chapter, she applies her model to examine the patterns of TSL, first by describing the 56 handshapes identified in TSL, then determining how often each is used. She then compares the usage data to the handshapes’ ease of formation. The final chapter summarizes her findings and suggests implications of this work that are bound to generate further speculation and study on sign language handshapes in the future.
In 21 essays on communicative gesturing in the first two years of life, this vital collection demonstrates the importance of gesture in a child’s transition to a linguistic system. Introductions preceding each section emphasize the parallels between the findings in these studies and the general body of scholarship devoted to the process of spoken language acquisition. Renowned scholars contributing to this volume include Ursula Bellugi, Judy Snitzer Reilly, Susan Goldwin-Meadow, Andrew Lock, M. Chiara Levorato, and many others.
Growing Up Deaf in the Old South
The antebellum South’s economic dependence on slavery engendered a rigid social order in which a small number of privileged white men dominated African Americans, poor whites, women, and many people with disabilities. From Pity to Pride examines the experiences of a group of wealthy young men raised in the old South who also would have ruled over this closely regimented world had they not been deaf. Instead, the promise of status was gone, replaced by pity, as described by one deaf scion, “I sometimes fancy some people to treat me as they would a child to whom they were kind.” In this unique and fascinating history, Hannah Joyner depicts in striking detail the circumstances of these so-called victims of a terrible “misfortune.” Joyner makes clear that Deaf people in the North also endured prejudice. She also explains how the cultural rhetoric of paternalism and dependency in the South codified a stringent system of oppression and hierarchy that left little room for self-determination for Deaf southerners. From Pity to Pride reveals how some of these elite Deaf people rejected their family’s and society’s belief that being deaf was a permanent liability. Rather, they viewed themselves as competent and complete. As they came to adulthood, they joined together with other Deaf Americans, both southern and northern, to form communities of understanding, self-worth, and independence.
New Research on Interpretation
This new collection examines several facets of signed language interpreting. Claudia Angelelli’s study confirms that conference, courtroom, and medical interpretation can no longer be seen as a two-party conversation with an “invisible” interpreter, but as a three-party conversation in which the interpreter plays an active role. Laura M. Sanheim defines different turn-taking elements in a medical setting as two overlapping conversations, one between the patient and the interpreter and the other between the interpreter and the medical professional. In her analysis of discourse at a Deaf revival service, Mary Ann Richey demonstrates how Deaf presenters and audiences interact even in formal settings, creating special challenges for interpreters. Jemina Napier shares her findings on the nature and occurrence of omissions by interpreters in Australian Sign Language and English exchanges. Elizabeth Winston and Christine Monikowski describe different strategies used by interpreters to indicate topic shifts when interpreting into American Sign Language and when transliterating. The study concludes with Bruce Sofinski’s analysis of nonmanual elements used by interpreters in sign language transliteration.
A Portrait of the Deaf Community 1917
In 1917, Henri Gaillard led a delegation of deaf French men to the United States for the centennial celebration of the American School for the Deaf (ASD). The oldest school for deaf students in America, ASD had been cofounded by renowned deaf French teacher Laurent Clerc, thus inspiring Gaillard’s invitation. Gaillard visited deaf people everywhere he went and recorded his impressions in a detailed journal. His essays present a sharply focused portrait of the many facets of Deaf America during a pivotal year in its history.