Asl & Deaf Studies

Total Page:16

File Type:pdf, Size:1020Kb

Asl & Deaf Studies MSSD LEARNING RESOURCES ASL & DEAF STUDIES Table of Contents: ● ASL Handshapes ● ASL ABC Story ● ASL Games ● Deaf History ● DeafBlind People ● Deaf Role Models ● Multicultural and Multi Identities ● Social Media Pages/Websites MSSD LEARNING RESOURCES A SL HANDSHAPES Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups ASL Same handshape https://youtu.be/gV-I2WARxUI 9-12 grade story ⇧ To section table ​ A SL ABC STORY Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups Titanic - ABC Story https://youtu.be/qqkwKkC2UXE 9-12 grade Frankenstein and https://youtu.be/Xs5OaTtc2z8 6-12 grade Haunted House from A to Z DVD "Indiana Jones's Escape" https://youtu.be/BJVvEY538_o 6-12 grade by Ben Jarashow ⇧ To section table ​ MSSD LEARNING RESOURCES A SL GAMES Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups A Deaf Card Game - "ABC https://www.youtube.com/watch?v= Aslcart is a Deaf-owned company. Grades 3-12 LUCK" By ASLcart SaD36ew3qKM ASLcart designed a Deaf card game, "ABC Luck," that lets everyone plays ABC in American Sign Language game. It's an incredibly fun game. ⇧ To section table ​ D EAF HISTORY Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups Seeds of Hope: The https://youtu.be/ij3d-GjqTyA History of Andrew Foster 6-12 grade Andrew Jackson Foster Story America's Founders: https://youtu.be/7b1AdV-Y9FU History of Gallaudet and Clerc 6-12 grade Friends of the Deaf Deaf History Month: https://youtu.be/_Ioi7COpA7A History of Martha’s Vineyard 9-12 grade Martha's Vineyard MSSD LEARNING RESOURCES A Fair Start: Gallaudet's https://youtu.be/SxowmKSIhhg A major victory for Gallaudet’s 9-12 grade Journey for Equality in swimming team to install flashlights the Pool Through Deaf Eyes https://youtu.be/tJeAG8tZyf4 Deaf History 9 -12 grade Deaf Legacy https://deaf.ly Deaf President Now 9-12 grade Lifeline for Deaf People Google drive: Focus on Telecommunication 9-12 grade https://drive.google.com/file/d/1DL7 evolution OPgQOtYkhj1pXvLdfQ-JkqDj2WXI W/view?usp=sharing Clark Brooke & Ken https://www.youtube.com/watch?v= A narrative about CSD Alum Grades 9-12 Norton present about mr496uYXhXI&feature=em-uploade Granville Redmond CSD alum Granville mail Redmond at his painting exhibition The Story of ASL https://www.youtube.com/watch?v= The Story of American Sign Grades 9-12 betAZeKRpR8 Language goes back hundreds of years, to a time before America was even a nation. (visual representation with captions Black Deaf History – https://www.youtube.com/watch?v= The Southern School for the Deaf, or Grades 9-12 Southern School for the XSrYJa7gR8I SSD as it is known to its Black Deaf Deaf alumni, was the last segregated Deaf school in America to close in MSSD LEARNING RESOURCES 1978. We visited the campus with four SSD graduates as they remember their time at school. ⇧ To section table ​ D EAFBLIND PEOPLE Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups MELMIRA: I GETTING TO https://youtu.be/jMpfK1wt7tQ DeafBlind Language: ProTactile ASL 6 -12 grade KNOW PROTACTILE ASL Deaf History That: Laura https://www.youtube.com/watch?v=4 The story of how deaf-blind Grades 9-12 Bridgman (Captioned) lREqGgIhos education began in America starts with a woman named Laura Bridgman. After a sickness left her deaf and blind, her family took her to Boston to Perkins School for the Blind. The school made cutouts of letters and labeled objects so she could feel the words, and she learned how to sign her name. Part of the “Deaf History That” series. MSSD LEARNING RESOURCES How Do Deaf And Blind https://www.youtube.com/watch?v=I How Do Deaf And Blind People Grades 9-12 People Communicate? ft. HlWkxvQEw4 Communicate? (captioned) Molly Burke Meet the Deaf-Blind https://www.youtube.com/watch?v= It's easy to forget how inaccessible Grades 9-12 Lawyer Fighting For Nh1oxkdI7KA our world is to anyone with limited People With Disabilities vision or hearing. Even something as simple as watching a Facebook video is a challenge due to access barriers. Haben Girma is fighting to change that. Pro-tactile ASL: A new https://www.youtube.com/watch?v=9 Clifton Langdon & Oscar Serna Grades 6-12 language for the GrK3P15TYU facing each other. Oscar signs using DeafBlind PTASL. Oscar is both deaf and blind, or, “DeafBlind.” This new language is called pro-tactile ASL. ⇧ To section table ​ D EAF ROLE MODELS Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups The Life and Legacy of https://youtu.be/rpqVYm_G8cU Autobiography of Andrew Foster 9-12 grade Dr. Andrew Foster "Deaf People: Tell Me https://youtu.be/un0db3DH1j0 Spotlight on I. King Jordan 9-12 grade MSSD LEARNING RESOURCES More" featuring I. King Jordan Tell Me More: Gallaudet https://youtu.be/YjzJjO5Br1I Spotlight on Roberta Cordano 9-12 grade University's President Roberta "Bobbi" Cordano Inside A Deaf School’s https://youtu.be/2h-MSbMrvNw Spotlight on Cahlah Chapman 9 -12 grade Fight For Civil Rights (MSSD Alumnus) Tell Me More" featuring https://youtu.be/JSEX9At4NCk Spotlight on Mark Wood: Deaf 9 -12 grade Mark Wood from Gripbell Business Owner of Gripbell Deaf Heroes - https://www.youtube.com/watch?v=- Focusing on Don Baer and his Grades 9-12 Don Baer mQO-aV8zHo contributions Black Deaf History – https://www.youtube.com/watch?v=o Joseph Sarpy was the first Grades 9-12 Joseph Sarpy 13lcyB8qew professional Black Deaf actor. He shares his story with someone dear to him. #BlackHistoryMonth ​ #BlackDeafHistory ⇧ To section table ​ M ULTICULTURAL & MULTI IDENTITIES MSSD LEARNING RESOURCES Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups Kwanzaa https://youtu.be/KV5FBf865Lg Brief explanation of Kwanzaa 6-12 grade Kwanzaa: Cultural https://youtu.be/z_wr8WRFJrs ASL Storytelling about Kwanzaa 6-12 grade Holidays by Sheila Anderson Nigerian New Year https://youtu.be/LCZrI0eLS8U Brief explanation of Nigerian’s new 9 -12 grade year Black ASL https://youtu.be/y7ooYqdEdUY The Hidden Treasure of Black ASL: 9 -12 grade Its History and Structure https://www.youtube.com/watch?v= There are over 20 million deaf Grades 9-12 "No more silence" Deaf PxD1xl01tbk people in China. The deaf people in China urged to community is the country's largest disabled group at around 1.67 speak out percent of the population https://vimeo.com/76393305 This video was produced by Zamary Grades 9-12 An ASL Adaption of in the fall of 2012 with the process of translating and adapting this poem “Color” poem into ASL MSSD LEARNING RESOURCES https://vimeo.com/144242061 An ASL poem created by Caitlin Grades 9-12 “I can, You can, We can” Williams with her permission. It is a mixture of an autobiography with hope. SIGNED STORIES http://deafeducationworldwide.weebl Signed stories can serve as Grades 9-12 y.com/multicultural-signed-stories.ht engaging literacy tools in the ml classroom for Deaf and hard-of-hearing learners. Translated texts into sign language as well as original signed stories by Deaf people can provide Deaf and hard-of-hearing learners access to various books and stories. Storytelling is also an integral part of Deaf culture as Deaf adults frequently pass on stories to other generations in the Deaf community. https://www.youtube.com/watch?v= Alison Aubrecht- white signing Grades 9-12 Naming Racism- Why ​ ​ this is important A3J8wWsoG-4 womxn discussing naming racism/ how white supremacy hides in the cloak of violence/coded messages. Black, Deaf & Female https://www.youtube.com/watch?v= A Black Deaf woman, Deborah Grades 9-12 _O6xhiMWQAU Fuller- Fleetwood, describes her family history and experiences as a Black Deaf female. She includes her opinions about ASL, being involved in Deaf rights, and education. MSSD LEARNING RESOURCES Deaf Ecosystem https://www.youtube.com/watch?v= Black American Sign Language isn’t Grades 9-12 Spotlight - National vuYCD2U5lHQ what you think. Watch and learn more about BASL from Evon Black, Black Deaf Advocates President of National Black Deaf (NBDA) - Convo Advocates. ⇧ To section table ​ S OCIAL MEDIA PAGES/WEBSITES Title Link (if it’s a file upload into Short description of content Grade the folder and link to the file Level/Age here or write “in folder”) Groups Resources4DeafKids @Resources4DeafKids Facebook & Instagram K-12 Did You Know That? @didyouknowthatASL Facebook Page K-12 ASL Connect https://www.gallaudet.edu/asl-conne Free basic ASL Content 6-12 grade ct/asl-for-free Coronavirus Update Facebook Group 9-12 grade News for Deaf Community Partners in Deaf Health, @deafhealth Facebook Page 9 - 12 grade Inc. MSSD LEARNING RESOURCES Deaf in Scrubs @deafinscrubs Facebook Page 9 -12 grade Health Signs Center @Healthsignsctr Facebook Page 9 -12 grade ASL Nook https://aslnook.com ASL Content K-12 grade ASL Storytelling @aslstorytelling Instagram K-12 grade Operation ASL Storytime #OperationASLStorytime Facebook Hashtag K-12 grade @WhyISign & www.whyisign.com Facebook Page & Instagram K-12 grade Why I Sign ​ Deaf Education Library http://www.deafedlibrary.org Centralized of many ASL Videos K-12 grade available What is ErrandFolks? https://www.facebook.com/ErrandFo Facebook page Grades 9-12 lks/videos/1332075223652914/?v=1 We are a volunteer 332075223652914&utm_source=Ga based service that llaudet%20University&utm_campaig provides assistance to n=38d33a2f93-EMAIL_CAMPAIGN _2019_12_17_08_53_COPY_01&ut Deaf elders and people m_medium=email&utm_term=0_acc with health risks during 2663351-38d33a2f93-367962069 this difficult time of the COVID-19 pandemic.
Recommended publications
  • Sign Bilingual Education: Policy and Practice
    Sign Bilingual Education: Policy and Practice Ruth Swanwick and Susan Gregory Introduction Sign Bilingual Education: Definition, Philosophy and Policy Section 1 The context of the document Section 2 Policy into practice Section 3 Sign bilingual education in the UK Section 4 UK research into sign language and deaf education 1996-2006 Section 5 International perspectives on sign bilingual education Appendix Concepts in sign bilingual education Further reading and resources Introduction In 1998 the document ‘Sign bilingualism – a Model’ was published It was developed by Miranda Pickersgill and Susan Gregory, and many schools, services, universities and individuals contributed to and endorsed this original publication. It has been used largely as a policy reference document for sign bilingual education since that time. The model of sign bilingual education as presented in the 1998 document has evolved over the last 10 years as practice has developed and the educational context has changed. There have been a number of significant and diverse changes in deaf education including developments in sign language teaching and research, and a steady increase in the number of profoundly deaf children with cochlear implants. These changes have prompted a revision of the original document. This new document sets out to describe the current status of sign bilingual education. It is not intended as an academic publication, but rather a working document looking at sign bilingual education as it is practised. It differs from the last document in that it now draws on practice both in the UK and internationally, whereas the previous document was largely aspirational written at a time when sign bilingual education was only beginning.
    [Show full text]
  • ABSTRACT Hearing Humanities: a Holistic Approach to Audiology
    ABSTRACT Hearing Humanities: A Holistic Approach to Audiology Education Callie M. Boren Director: Jason Whitt, Ph.D. This thesis explores the intersection of Deaf/disability identity and the practice of audiology, and has three aims: first, to establish broad background information about the common cultures, identities, and models that relate to disability; second, to connect this background information to the personal and social domains of the lives of people with hearing loss; and finally, to establish current problems and provide direction in training future audiologists in order to ensure clinicians provide care that is above and beyond minimum ethical standards. The first aim will be accomplished by outlining the history and development of Deaf culture and its key features, framing the parallel history and development of disability culture and identity, and comparing and contrasting Deaf culture and identity with disability culture and identity. The second aim of this work will be accomplished by revisiting the definition of disability models, introducing the models that might have bearing on the lives of people with disabilities, and applying these models to the social experience of a person with hearing loss. The final aim of this work will be accomplished by establishing a brief history of the field of audiology, examining the ethics that guide audiology practice, defining and describing audiological counseling, and introducing a new approach to training clinicians that incorporates the humanities. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________________________ Dr. Jason Whitt, Honors Program APPROVED BY THE HONORS PROGRAM: ______________________________________________________ Dr. Andrew Wisely, Interim Director DATE: _____________________________ HEARING HUMANITIES: A HOLISTIC APPROACH TO AUDIOLOGY EDUCATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Callie Michelle Boren Waco, Texas April 2021 TABLE OF CONTENTS Dedication.
    [Show full text]
  • American Sign Language Studies CERTIFICATE
    Program Requirements Guide 2021-2022 American Sign Language Studies CERTIFICATE Program Overview Program Faculty Program Requirements The American Sign Language Studies Certificate Check off when completed Program provides students with the knowledge Rania Johnson and skills of American Sign Language (ASL), [email protected] focusing on the uniqueness of ASL as a language, Course Cr Molly Peters Deaf Culture and Deaf History. The program Goal 1: COMM 17XX ........................3 [email protected] encourages students to become involved in ASLS 1411 American Sign Language 1 ..........3 the social and cultural activities of the Deaf ASLS 1412 American Sign Language 2 ..........3 Community. The curriculum provides a solid Part-time/Full-time Options and basic foundation for entry into a career in ASLS 1413 American Sign Language 3 ..........3 a deafness-related field and prepares students Part-time and full-time options are available. ASLS 1414 American Sign Language 4 ..........3 for continued educational studies in a variety of Sign Language Interpreter/ ASLS 1420 ASL Linguistics ....................4 disciplines. It is a pathway to entering the Sign Transliterator Program ASLS 1430 Classifiers ........................3 Language Interpreter/Transliterator Program at Students planning to enroll in the Sign Language ASLS 1435 Deaf Studies/Culture ...............3 Saint Paul College or similar programs at other Interpreter/Transliterator Program after ASLS 1443 ASL Fingerspelling and Numbers .....3 institutions. Individuals who intend to, or currently completing this certificate program must meet work with Deaf and/or Hard-of-Hearing individuals Subtotal . 28 the program standards and complete the in fields such as education, human/ social services, Application to Sign Language Interpreter/ community service agencies, and vocational Select 2 credits from following Transliterator AAS Degree Major form to apply rehabilitation benefit from the opportunity to Technical Electives .
    [Show full text]
  • The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
    THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2.
    [Show full text]
  • Variation and Change in English Varieties of British Sign Languagei
    Variation and change in English varieties of BSL 1 Variation and change in English varieties of British Sign Languagei Adam Schembri, Rose Stamp, Jordan Fenlon and Kearsy Cormier British Sign Language (BSL) is the language used by the deaf community in the United Kingdom. In this chapter, we describe sociolinguistic variation and change in BSL varieties in England. This will show how factors that drive sociolinguistic variation and change in both spoken and signed language communities are broadly similar. Social factors include, for example, a signer’s age group, region of origin, gender, ethnicity, and socio-economic status (e.g., Lucas, Valli & Bayley 2001). Linguistic factors include assimilation and co-articulation effects (e.g., Schembri et al. 2009; Fenlon et al. 2013). It should be noted, however, some factors involved in sociolinguistic variation in sign languages are distinctive. For example, phonological variation includes features, such as whether a sign is produced with one or two hands, which have no direct parallel in spoken language phonology. In addition, deaf signing communities are invariably minority communities embedded within larger majority communities whose languages are in another entirely different modality and which may have written systems, unlike sign languages. Some of the linguistic outcomes of this contact situation (such as the use of individual signs for letters to spell out written words on the hands, known as fingerspelling) are unique to such communities (Lucas & Valli 1992). This picture is further complicated by patterns of language transmission which see many deaf individuals acquiring sign languages as first languages at a much later age than hearing individuals (e.g., Cormier et al.
    [Show full text]
  • Deaf History Notes Unit 1.Pdf
    Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44
    [Show full text]
  • American Sign Language
    tm American Sign Language 1. What is American Sign Language? In the 19th century, American Sign Language (ASL) evolved from a combination of French Sign Language and homemade signs from Mar- tha’s Vineyard and New England homes with deaf children. In the 1960’s, researchers William C. Stokoe, Dorothy S. Caster- line and Carl Croneberg noticed that ASL has linguistic parameters (phonology, morphology, syntax) found in other languages. They recognized ASL as a bona fide language with its own rules of grammar, sentence and sign formation. Like Spanish, French, Chinese and other languages, ASL is a language in and of itself, separate from English. The only difference is that ASL is visual rather than auditory. ASL users convey critical information with their hands through the use of handshapes, locations, movements, palm orientations and non- manual grammatical signals (eyes, face, head, shoulders). Providing full visual access to communication and language, ASL can convey subtle, complex, and abstract thoughts. In short, ASL can communicate anything. The English language has individual letters. Likewise, ASL and other signed languages consist of handshapes. In English, the letters must be arranged in specific ways to convey meanings. It is also true for ASL: handshapes are arranged syntactically. Often the first language for many Deaf North Americans, it is now the fourth most commonly used language in the United States (Nakamura, 2002). It is best learned from other Deaf persons or through interac- Communication Considerations A-ZTM American Sign Language tion with other competent ASL users. Research shows a strong correlation between fluency of ASL and written English, meaning highly skilled ASL users are often competent in written English (Strong & Prinz, 2000).
    [Show full text]
  • The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956
    The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Octavian Elijah Robinson Graduate Program in History The Ohio State University 2012 Dissertation Committee: Susan Hartmann, Advisor Paula Baker Susan Burch Judy Tzu-Chun Wu Copyright by Octavian Elijah Robinson 2012 Abstract This dissertation examines deaf people’s anxieties about their place in American society and the political economy from 1880 to 1956. My study highlights how deaf people sought to place themselves within mainstream society through their activism to protect and advance their status as citizen-workers. Their activism centered on campaigns against peddling. Those campaigns sought to protect the public image of deaf people as worker-citizens while protecting their language and cultural community. The rhetoric surrounding impostorism and peddling reveals ableist attitudes; anxieties about the oral method supplanting sign language based education for the deaf; fears and insecurities about deaf people’s place in the American economy; class consciousness; and efforts to achieve full social citizenship. Deaf people’s notion of equal citizenship was that of white male citizenship with full access to economic opportunities. Their idea of citizenship extended to the legal and social right to employment and economic self-sufficiency. This is a historical account of the deaf community’s campaign during the late nineteenth and first half of the twentieth century to promote deaf people within American society as equal citizens and to improve their access to economic opportunities.
    [Show full text]
  • The Development of Education for Deaf People
    1 Chapter 2: The development of education for deaf people The development of education for deaf people Legacy of the Past The book Legacy of the Past (Some aspects of the history of blind educa- tion, deaf education, and deaf-blind education with emphasis on the time before 1900) contains three chapters: Chapter 1: The development of education for blind people Chapter 2: The development of education for deaf people Chapter 3: The development of education for deaf-blind people In all 399 pp. An internet edition of the whole book in one single document would be very unhandy. Therefore, I have divided the book into three documents (three inter- netbooks). In all, the three documents contain the whole book. Legacy of the Past. This Internetbook is Chapter 2: The development of education for deaf people. Foreword In his Introduction the author expresses very clearly that this book is not The history of blind education, deaf education and deaf-blind education but some aspects of their history of education with emphasis on the time before 1900. Nevertheless - having had the privilege of reading it - my opinion is that this volume must be one of the most extensive on the market today regarding this part of the history of special education. For several years now I have had the great pleasure of working with the author, and I am not surprised by the fact that he really has gone to the basic sources trying to find the right answers and perspectives. Who are they - and in what ways have societies during the centuries faced the problems? By going back to ancient sources like the Bible, the Holy Koran and to Nordic Myths the author gives the reader an exciting perspective; expressed, among other things, by a discussion of terms used through our history.
    [Show full text]
  • Deaf and Disability Studies
    Contributors Yerker Andersson was born and spent his childhood in Sweden; he later attended Gallaudet University and received his PhD from the University of Maryland. In addition to teaching sociology and establishing the Deaf Studies Department at Gallaudet University, Dr. Andersson presented lec- tures at universities and national organizations of the deaf in many countries around the world. At present he maintains correspondence with deaf and hearing writers. Brenda Jo Brueggemann is Professor of English and Disability Studies at Ohio State University. She is the author of two books, co-author of a writ- ing textbook, and editor or co-editor of five edited collections. She initiated the “Deaf Lives” series for Gallaudet University Press and currently co-edits the journal, Disability Studies Quarterly. Susan Burch, PhD, is an associate professor in the Department of American Studies at Middlebury College and the director of the Center for the Comparative Study of Race and Ethnicity. She is also a cofounder and board member of the Disability History Association and has served on the Society for Disability Studies’ board of directors. Her work has been acknowledged with several awards, including Andrew W. Mellon Foundation grants and a Fulbright lecturing award. She is the author of Signs of Resistance: American Deaf Cultural History, 1900 to World War II; the coeditor of Women and Deafness: Double Visions; the coauthor of Unspeakable: The Story of Junius Wilson; and the editor in chief of the Encyclopedia of American Disability History. Nirmala Erevelles is Associate Professor of Education and Instructional Leadership in Educational Leadership, Policy, and Technology Studies at the University of Alabama, Tuscaloosa.
    [Show full text]
  • Assessing Black Deaf History: 1980S to the Present
    GLENN B. ANDERSON AND LINDSAY M. DUNN Assessing Black Deaf History: 1980s to the Present Abstract One of the challenges of gaining a broader appreciation of Deaf history is the need to examine the contributions of Deaf people of color. This article summarizes the contributions of black Deaf individuals to the scholarly and public history of the period from the 1980s to the present. We begin with the 1980s since that was the era when the landmark book by Ernest Hairston and Linwood Smith, Black and Deaf in America:Are We That Diferent? was published and the National Black Deaf Advocates organization was founded. We then progress through the 1990s and 2000s, noting historical developments such as the advancement of black Deaf individuals to key leadership positions, expanded collaborative eforts between Gallaudet University and the black Deaf community, and the growth of black Deaf history scholarship, which addresses a broad spectrum of topics. We conclude that these historical developments, among others, during these three and a half decades gave impetus to the emergence of a dynamic collective of black Deaf scholars, leaders, and artists to further contribute to our understanding and apprecia- tion of Deaf history. As the American Deaf community becomes increas- ingly multicultural, one of the challenges of gaining a broader and deeper appreciation of Deaf history is the need to examine the schol- arly and public history contributions of diverse groups of Deaf people Glenn B. Anderson is associate professor in the interpreter education program at the University of Arkansas at Little Rock. Lindsay M. Dunn is a lecturer in the Department of ASL and Deaf Studies at Gallaudet University,Washington, DC.
    [Show full text]
  • Deaf Studies Through the Eyes of Anthropology
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Eastern Kentucky University Eastern Kentucky University Encompass University Presentation Showcase Event 2014 University Presentation Showcase Deaf Studies Through the Eyes of Anthropology Emily Skanes [email protected] Follow this and additional works at: https://encompass.eku.edu/swps Recommended Citation Skanes, Emily, "Deaf Studies Through the Eyes of Anthropology" (2014). University Presentation Showcase Event. 10. https://encompass.eku.edu/swps/2014/2014/10 This Poster is brought to you for free and open access by the Scholars Week at Encompass. It has been accepted for inclusion in University Presentation Showcase Event by an authorized administrator of Encompass. For more information, please contact [email protected]. [SKANES] 1 Deaf Studies Through the Eyes of Anthropology By: Emily Skanes Dr. Wies Independent Study Eastern Kentucky University 2 [SKANES] Abstract For years, the Deaf community has struggled to achieve their language to be seen as a true language and to have empowerment. Research in anthropology has aided the community in this effort by answering questions like: Is Sign Language a real language, what is deaf culture, and how do deaf view their identity? The concepts discussed include: deaf community, culture, identity, membership, ethnicity, and deafness vs. Deafhood. This Literature analysis will identify the efforts previous studies have done and identify what questions still need to be addressed. This paper suggests that more ethnographic research should be conducted with the deaf culture. Introduction “Us verses Them” is the term that defines unity. The Deaf World is a community of people that united against the hearing world.
    [Show full text]