DOCSLIB.ORG

Teacher Resistance to Oralism in the 1970S: a Case Study of a School for the Deaf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher Resistance to Oralism in the 1970S: a Case Study of a School for the Deaf Teacher Resistance to Oralism in the 1970s: A Case Study of a School for the Deaf Submitted by Mark Le Roy Fullwood to the University of Exeter As a thesis for the degree of Doctor of Philosophy In September 2018 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. 1 Abstract The central aim of this research was to investigate teacher resistance in a deaf school, in the South West of England, as they responded to contradictions in their careers during the oral method of deaf education. The most notable contradiction was that the oral methods failed a sizeable portion of deaf students who had no recourse to other methods. Other contradictions revolved around differences between the interpretation of deaf lives from a cultural or medical viewpoint and tensions between the influences of normalisation and the growing acceptance of diversity. Giddens’ (1984) ontological project of structuration is used as a sensitising lens for the study because of its focus on both structures, rules and resources for social actions, and individual agency blended in a recursive relationship. A bricolage of interviews and historical documents are used to create a history of the school outlining the dominant structures in deaf education and the development of the oral method through time, ultimately to the late 1970s when, in this case study, the oral method was augmented with Cued Speech and Sign Supported English. This case study focuses on thirteen teachers who taught mainly through the 1970s, of which eleven participated in semi-structured interviews. Grounded theory is used as a way of collecting and analysing data so that the findings were, in large, inductive. Conformity to the oral method, in most cases, required a state of consciousness that Giddens (1984) called a practical consciousness, where teachers replicated existing patterns of society, including the more durable structures associated with their social positioning, that is their socially legitimated identities. Oppositional behaviours, including resistance, required a discursive consciousness where agents explored other opportunities triggered as a result of contradictions that arose in their lives. Most participants conformed to the oral method but a few employed occasional oppositional behaviours, for example allowing students to sign to those who could not profit from the oral teaching. Three participants resisted the oral method, evidenced by developing Deaf cultural competencies and with that a growing awareness of deaf epistemologies. This epistemic reflexivity led 2 them to value and learn sign language and Deaf culture and develop transformative practices, creating different deaf pedagogies in safe spaces away from the prying eyes of other teachers and the school leadership. From limited discussions with some pupils, who attended the school during the 1960s and 1970s, these behaviours and teaching styles were welcomed and appreciated by the students. 3 Acknowledgements I would like to thank all the participants involved in this research, for their enthusiasm for deaf education and their willingness to share stories about their teaching lives. Some have been breathtakingly honest about events and their feelings and aspirations as Teachers of the Deaf which has made the whole research process a privilege. I would like to thank Lynn Williams who initially inspired me to undertake a PhD. I would also like to thank my supervisors: Martin Levinson for encouraging me to begin this journey, Hannah Anglin-Jaffe for her passion for deaf education, Hazel Lawson and Alexandra Allan for getting me over the line. They have worked tirelessly with me for which I will always be grateful. Last, but not least, I would like to thank my family for their support and belief in me and giving up time that could have been theirs. This is dedicated to Carole who has urged me on with unwavering faith in the project and our children; Holly, Leanne, Kimberley, Tiffany and Emma-Lee. 4 Table of Contents Abstract ................................................................................................................................ 2 Acknowledgements .............................................................................................................. 4 Chapter 1: Introduction ...................................................................................................... 10 1.1 Context ..................................................................................................................... 10 1.1.1 Significance of the Study ................................................................................... 10 1.1.2 Primary Research Questions ............................................................................. 12 1.1.3 Background to the Research Project ................................................................. 14 1.1.4 Positioning ......................................................................................................... 17 1.1.5 Theoretical Framework ...................................................................................... 21 1.1.6 Research Design ............................................................................................... 21 1.2 Glossary of Terms .................................................................................................... 22 1.2.1 Deafness ........................................................................................................... 22 1.2.2 The Deaf Community ......................................................................................... 23 1.2.3 Communication Methods and Systems ............................................................. 25 1.3 Thesis Outline .......................................................................................................... 32 Chapter 2 Theoretical Framework ..................................................................................... 35 2.1 Introduction .............................................................................................................. 35 2.2 Minority Rights.......................................................................................................... 35 2.3 Minority Rights and the Deaf Community ................................................................. 39 2.4 Colonisation of the Deaf ........................................................................................... 41 2.5 Cultural Competence ................................................................................................ 42 2.6 Social Reproduction Theories in Education .............................................................. 43 2.7 Structuration Theory ................................................................................................. 47 2.8 Consciousness ......................................................................................................... 51 5 2.9 Ideology .................................................................................................................... 55 2.10 Teacher Social Positioning ..................................................................................... 57 2.11 Theories of Resistance in Education ...................................................................... 58 2.12 Normalisation and Diversity .................................................................................... 65 Chapter 3 Methodology...................................................................................................... 69 3.1 Introduction .............................................................................................................. 69 3.1.1 Ontology ............................................................................................................ 71 3.1.2 Epistemology ..................................................................................................... 71 3.1.3 Methodology and Methods ................................................................................ 72 3.1.4 Case study ......................................................................................................... 74 3.1.5 Documents......................................................................................................... 80 3.1.6 Interviews........................................................................................................... 86 3.1.7 Analysing Data ................................................................................................... 93 3.2 Ethical Considerations .............................................................................................. 97 Chapter 4 A History of the Education of the Deaf: Early Years to 1944 ........................... 105 4.1 The Beginnings of Deaf Education in Britain and Europe ....................................... 105 4.2 Education of the Deaf in Britain - Seventeenth Century to 1880 ............................ 111 4.3 Education of the Deaf in Britain - From 1880 to 1944............................................. 133 Chapter 5 Education of the Deaf in Britain with Particular Focus on the Royal School for the Deaf, Exeter - 1945 to 1979 ......................................................................................
Load more

Recommended publications
  • Guidelines for the Assessment of Deaf and Hard-Of-Hearing Children In
    Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana Based on 511 IAC Article 7, 2008 Effective Date: August 13, 2008 Revised Date: August 31, 2010 Updated Date: November 15, 2013 [1] This document is dedicated to all deaf and hard-of- hearing children in Indiana and their families. Since 1843, deaf and hard-of-hearing children have been educated in this state and many leave our schools, go out into the world, and become productive citizens. Some children in the past have not been so fortunate and may not have left the educational system with the knowledge and tools to maximize their potential. This guide was developed to help educators use assessment information and evaluations to assist parents and the case conference committees in determining how a child can reach their full potential. Advances in technology, as well as greater knowledge of how the brain functions and how language is acquired, have helped the professionals who work with this population provide information that will lead to informed decision making. This guide was made possible by the teamwork and collaboration of audiologists, psychologists, speech pathologists, language specialists, social workers, and parents. Special gratitude is extended to Linda Charlebois and Terri Waddell-Motter who took the lead in assembling this information. We also thank additional contributors, including (and not limited to) Carolyn Pimentel, Lorinda Bartlett, Pam Burchett, Debra Liebrich, Louise Fitzpatrick, Sheryl Whiteman, Carol Wild, Shannon Stafford, Jackie Katter, Janet Fuller, and Joyce Conner. Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana, based on the Article 7 changes of 2008, was developed by Outreach Services for Deaf and Hard-of-Hearing Children.
    [Show full text]
  • Speechreading for Information Gathering
    Speechreading for information gathering: A survey of scientific sources1 Ruth Campbell Ph.D, with Tara-Jane Ellis Mohammed, Ph.D Division of Psychology and Language Sciences University College London Spring 2010 1 Contents 1 Introduction 2 Questions (and answers) 3 Chronologically organised survey of tests of Speechreading (Tara Mohammed) 4 Further Sources 5 Biographical notes 6 References 2 1 Introduction 1.1 This report aims to clarify what is and is not possible in relation to speechreading, and to the development of speechreading skills. It has been designed to be used by agencies which may wish to make use of speechreading for a variety of reasons, but it focuses on requirements in relation to understanding silent speech for information gathering purposes. It provides the main evidence base for the report : Guidance for organizations planning to use lipreading for information gathering (Ruth Campbell) - a further outcome of this project. 1.2 The report is based on published, peer-reviewed findings wherever possible. There are many gaps in the evidence base. Research to date has focussed on watching a single talker’s speech actions. The skills of lipreaders have been scrutinised primarily to help improve communication between the lipreader (typically a deaf or deafened person) and the speaking hearing population. Tests have been developed to assess individual differences in speechreading skill. Many of these are tabulated below (section 3). It should be noted however that: There is no reliable scientific research data related to lipreading conversations between different talkers. There are no published studies of expert forensic lipreaders’ skills in relation to information gathering requirements (transcript preparation, accuracy and confidence).
    [Show full text]
  • Deaf Interpreters' Perception of Themselves As Professionals In
    Journal of Interpretation Volume 28 Issue 2 Article 4 2020 Deaf Interpreters’ Perception of Themselves as Professionals in Ireland: A Phenomenological Study Noel P. O'Connell Trinity College Dublin, [email protected] Teresa Lynch Trinity College Dublin, [email protected] Follow this and additional works at: https://digitalcommons.unf.edu/joi Part of the Communication Commons, and the Sociology of Culture Commons Suggested Citation O'Connell, Noel P. and Lynch, Teresa (2020) "Deaf Interpreters’ Perception of Themselves as Professionals in Ireland: A Phenomenological Study," Journal of Interpretation: Vol. 28 : Iss. 2 , Article 4. Available at: https://digitalcommons.unf.edu/joi/vol28/iss2/4 This Article is brought to you for free and open access by the Department of Exceptional, Deaf, and Interpreter Education at UNF Digital Commons. It has been accepted for inclusion in Journal of Interpretation by an authorized editor of the JOI, on behalf of the Registry of Interpreters for the Deaf (RID). For more information, please contact [email protected]. © All Rights Reserved Deaf Interpreters’ Perception of Themselves as Professionals in Ireland: A Phenomenological Study Cover Page Footnote We wish to thank Alissa Dunsky who contributed immensely to the quality of this text. This article is available in Journal of Interpretation: https://digitalcommons.unf.edu/joi/vol28/iss2/4 O'Connell and Lynch Deaf Interpreters’ Perception of Themselves as Professionals in Ireland: A Phenomenological Study Noel P. O’Connell Trinity College Dublin Teresa Lynch Trinity College Dublin ABSTRACT In the extensive literature on sign language interpreting, very little attention has been given to deaf interpreters’ understanding of themselves as professionals.
    [Show full text]
  • Poor Print Quality
    DOCUMENT RESUME ED 476 841 FL 027 697 AUTHOR Kontra, Miklos TITLE British Aid for Hungarian Deaf Education from a Linguistic Human Rights Point of View. PUB DATE 2001-00-00 NOTE 9p.; An earlier version of this paper was presented at the Biennial Conference of the Hungarian Society for the Study of English (4th, Budapest, Hungary, January 28-30, 1999). Some parts contain light or broken text. PUB TYPE Journal Articles (080) Reports Descriptive (141) JOURNAL CIT Hungarian Journal of Applied Linguistics; vl n2 p63-68 2001 EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Deafness; Educational Discrimination; Elementary Secondary Education; Foreign Countries; Higher Education; *Oral Communication Method; *Sign Language; Speech Communication; Teaching Methods IDENTIFIERS *Hungary; United Kingdom ABSTRACT This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf people into mainstream Hungarian society. A recent news report describes how the British. Council is giving children's books to a Hungarian college for teachers of handicapped students, because the college believes in encouraging hearing impaired students' speaking skills through picture books rather than allowing then to use sign language. One Hungarian researcher writes that the use of Hungarian Sign Language hinders the efficiency of teaching students who are hard of hearing, because they often prefer it to spoken Hungarian. This paper suggests that the research obscures the difference between medically deaf children, who will never learn to hear, and hearing impaired children, who may learn to hear and speak to some extent.
    [Show full text]
  • Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11 SU 4/1/05 3:50 PM Page 4
    4105-11_SU 4/1/05 3:50 PM Page 3 Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum 4105-11_SU 4/1/05 3:50 PM Page 4 Copyright 2005© The Graduate School, Syracuse University. For more information about this publication, contact: The Graduate School Syracuse University 423 Bowne Hall Syracuse, New York 13244. 4105-11_SU 4/1/05 3:50 PM Page 5 v Contents Acknowledgements vii Chancellor’s Preface ix Editors’ Introduction xi I. Incorporating Disability in the Curriculum Mainstreaming Disability: A Case in Bioethics 3 Anita Ho Language Barriers and Barriers to Language: Disability 11 in the Foreign Language Classroom Elizabeth Hamilton and Tammy Berberi Including Women with Disabilities in Women and 21 Disability Studies Maria Barile Seeing Double 33 Ann Millett Cinematically Challenged: Using Film in Class 43 Mia Feldbaum and Zach Rossetti “Krazy Kripples”: Using South Park to Talk 67 about Disability Julia White Teaching for Social Change 77 Kathy Kniepmann II. Designing Instruction for Everyone Nothing Special: Becoming a Good Teacher for All 89 Zach Rossetti and Christy Ashby 4105-11_SU 4/1/05 3:50 PM Page 6 vi contents Tools for Universal Instruction 101 Thomas Argondizza “Lame Idea”: Disabling Language in the Classroom 107 Liat Ben-Moshe Learning from Each Other: Syracuse University 117 and the OnCampus Program Cheryl G. Najarian and Michele Paetow III. Students with Disabilities in the Classroom Being an Ally 131 Katrina Arndt and Pat English-Sand Adapting and “Passing”: My Experiences as a 139 Graduate Student with Multiple Invisible Disabilities Elizabeth Sierra-Zarella “We’re not Stupid”: My College Years 147 as a Mentally Challenged Student Anthony J.
    [Show full text]
  • Early Intervention: Communication and Language Services for Families of Deaf and Hard-Of-Hearing Children
    EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to help our child learn to communicate with us? We have so many questions! You have just learned that your child has a hearing loss. You have many questions and you are not alone. Other parents of children with hearing loss have the same types of questions. All your questions are important. For many parents, there are new things to learn, questions to ask, and feelings to understand. It can be very confusing and stressful for many families. Many services and programs will be available to you soon after your child’s hearing loss is found. When a child’s hearing loss is identified soon after birth, families and professionals can make sure the child gets intervention services at an early age. Here, the term intervention services include any program, service, help, or information given to families whose children have a hearing loss. Such intervention services will help children with hearing loss develop communication and language skills. There are many types of intervention services to consider. We will talk about early intervention and about communication and language. Some of the services provided to children with hearing loss and their families focus on these topics. This booklet can answer many of your questions about the early intervention services and choices in communication and languages available for you and your child. Understanding Hearing Loss Timing: The age when a hearing loss has occurred is known as “age of onset.” You also might come across the terms prelingual and postlingual.
    [Show full text]
  • In This Issue: Speech Day 10
    Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.ukmaryhare.org.uk In this issue: Speech Day 10 HRH Princess Royal visits 17 Sports Day 28 Ski Trip 44 Hare & Tortoise Walk 51 Head Boy & Head Girl 18 Primary News 46 SLT & Audiology 53 1 Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.uk Acknowledgements Contents Editors, Gemma Pryor and Sammie Wilkinson Looking back and looking forward The Mary Hare Year 4–20 by Peter Gale Getting Active 21–28 Cole’s Diner 29–30 Welcome to this wonderful edition of Soundwave – Mr Peter Gale a real showcase of the breadth and diversity of experiences Arts News 31–33 which young people at Mary Hare get to enjoy. I hope you Helping Others 34–35 will enjoy reading it. People News 35–39 This has been a great year but joined us for our whole school under strict control and while Our Principal one with a real sadness at its sponsored walk/run and a they are substantial, they only Alumni 40–41 heart – the death of a member recent visit from Chelsea allow us to keep going – to of staff. Lesley White made a Goalkeeper Asmir Begovic who pay the wages and heat the Getting Around 42–45 huge contribution to Mary Hare presented us with a cheque school and to try to keep on and there is a tribute to her on for £10,000 means that the top of the maintenance of two Mary Hare Primary School 46–48 page 39. swimming pool Sink or Swim complex campuses.
    [Show full text]
  • Auditory-Verbal
    *Communication Building Blocks A review of choices in communication A smile, a cry, a gesture, or a look – all can communicate thoughts or ideas. It can take many repetitions of a gesture, look, word, phrase, or sound before a child begins to “break the code” between communication attempts and real meaning. Communication surrounding the child in his or her natural environment is the basis for a child’s language development. Two-way communication, responding to your child and encouraging your child to respond to you, is the key to your child’s language development. When a child has a hearing loss, one avenue of communication input is impaired. With a mild hearing loss or hearing loss in just one ear, a child will not hear as well as normal when a person is speaking from another room or in a noisy car. Incidental conversations and snippets of language will not be overheard. The fullness of language and social skills may be affected even though the child appears to “hear”. Hearing aids can help, but not solve all of the child’s difficulties perceiving soft or distant speech. Children with greater degrees of hearing loss will have greater hearing limitations that require more intensive attention if they are to progress in learning language, either through visual or auditory means. No matter what the degree of a child’s hearing loss, parents need to decide how to adapt their normal communication style to meet the needs of their baby with hearing impairment. There are different ways to communicate and different philosophies about communication.
    [Show full text]
  • Deaf Culture Connections Day!!!
    Deaf Culture Connections Day!!! (TEST ROWS) PLEASE HAVE YOUR DESKS CLEARED OFF (EXCEPT YOUR COMPOSITION BOOK OR PAPER, PEN/PENCIL): ALL PHONES, MUSIC, AND OTHER MATERIALS PUT AWAY ---V O I C E D A Y --- POWERPOINT PRESENTATION - THIS MATERIAL WILL BE ON NEXT THURSDAY’S TEST, AND THE FINAL EXAM ASL in the USA: The 3rd/4th most used language in this country! Approx. 3 in 1000 have severe hearing loss Average deaf person 20-30+ millions of deaf graduates high school with a or hard of hearing 3-4th grade reading level people in this country While research shows English skills are best acquired through ASL, the 90% of deaf children majority of the medical are born to hearing community still encourages hearing parents to avoid parents signing!!! What is Language? --- A real language develops naturally, when people wish to communicate American Sign Language is a real language Deaf children need a REAL language beginning at a young age (ASL!) To force them into Oralism=similar to the story of forcing a child who only knows English to read lips and try to learn while the teacher speaks only Cantonese, while every class subject is written in German. Lip reading- 30% from lips at the MOST (also view “body language”, context, etc.) Speech Therapy- like piano lessons: can be great, but it depends on the individual. Saying “algebra” should not be more important than understanding algebra! Learning a language (whether your What are first, second, third, etc…) some Activates your brain!!! benefits of Awareness and appreciation of other
    [Show full text]
  • Gallaudet Graduate Catalog 2008-2009
    2008 - 2009 Graduate Catalog • Graduate School and Professional Programs • College of Liberal Arts, Sciences, and Technologies Gallaudet University 800 Florida Avenue, NE Washington, D.C. 20002 www.gallaudet.edu Table of Contents About Gallaudet University.............................................. 1 The 2008-2009 Gallaudet University Graduate Catalog was prepared by the Council on Graduate Education, the Provost's Of- Academics.......................................................................... 8 fice, the Graduate School and Professional Programs, and Enroll- Enrollment: Admissions, Leaves, Withdrawals, ment Management. Graduation ................................................................. 15 Every effort was made to print information accurately as of July 1, Academic Standards and Policies ................................... 23 2008. This catalog is not intended to serve as a contract between any student and Gallaudet University. University procedures, programs, Fees, Financial Aid, and Student Employment ............. 37 and courses are under constant review and revision. Gallaudet Uni- versity reserves the right to change any provision, regulation, or re- Campus Life ....................................................................... 47 quirement set forth within this document, and the right to withdraw Graduate School and Professional Programs ............... 52 or amend the content of any course. Please consult the department or appropriate office for possible changes and updated information. A dministration and
    [Show full text]
  • Research and Evidence 40 Years On
    Cued Speech – research and evidence 40 years on In 2016 Cued Speech (CS) celebrates its 40 year anniversary with a conference in America which will be attended by academics and researchers from around the world. In the past 39 years a wide range of evidence has grown which demonstrates its effectiveness and yet there’s still confusion in the minds of many people in the UK as to what exactly CS is. The name ‘Cued Speech’ probably doesn’t help matters. Many people believe that the French name Langage Parlé Complété (LPC) or ‘completed spoken language’ paints a clearer picture and has helped to bring about the situation where every deaf child is offered the option of visual access to French through LPC. CS is a visual version of the spoken language in which it is used. Why then, the name Cued Speech? For hearing children the speech of parents / carers is both how they develop language and the first expression of language, then, when children start school, they have the language they need to learn to read, and then they learn yet more language through reading. For deaf children, CS does the job of speech; it is your speech made visible. When you use the 8 handshapes and 4 positons which are the ‘cues’ of CS, you turn the 44 phonemes of your speech into visible units which can, like sounds, be combined into words, sentences and, as a result, full language. Just as hearing children learn a full language thorough listening to speech, so deaf children can learn a full language through watching speech which is ‘cued’.
    [Show full text]
  • The Sources of Deaf Humor
    The Sources of Deaf Humor An Exploration of the Reasons Deaf Humor Differs from That of Hearing People by Erika Cancio-Bello Ted F emald, Advisor Bachelor Thesis in the Department of Linguistics Swarthmore College Swarthmore, Pennsylvania 2015 1 Table of Contents Section Page Title Page ................................................................... 0 Table of Contents .......................................................... 1 I. Introduction ................................................................. 2 II. Language-Related Jokes .................................................. 3 1. Sign Language Puns .................................................... 3 2. Bilingual Puns .......................................................... 8 3. Modality Jokes ........................................................ 11 III. Deaf Experience Jokes ................................................... 16 4. Zap Stories (Jokes About Hearing People) ........................ 16 5. Deaf Culture ........................................................... 19 6. Visual Humor .......................................................... 23 7. Jokes Circulated Within the Community .......................... 25 IV. Conclusion ................................................................ 27 Bibliography ..............................................................29 2 INTRODUCTION As a student of linguistics, I have been exposed to information about the particulars of many different languages, extant and historical. Many times the purpose of these
    [Show full text]