University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-18-2015 Myths and Miracles in Mexico City: Treatment Seeking, Language Socialization, and Identity among Deaf Youth and their Families Anne Elaine Pfister University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Social and Cultural Anthropology Commons Scholar Commons Citation Pfister, Anne Elaine, "Myths and Miracles in Mexico City: Treatment Seeking, Language Socialization, and Identity among Deaf Youth and their Families" (2015). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/5549 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Myths and Miracles in Mexico City: Treatment Seeking, Language Socialization, and Identity among Deaf Youth and their Families by Anne E. Pfister A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Anthropology College of Arts and Sciences University of South Florida Co-Major Professor: Daniel H. Lende, Ph.D. Co-Major Professor: Karla Davis-Salazar, Ph.D. Heide Castañeda, Ph.D. Barbara LeMaster, Ph.D. Adam Schwartz, Ph.D. Date of Approval: March 18, 2015 Keywords: Deafness, Sign Language, Mexico, Deaf education, Photovoice Copyright ©Anne E. Pfister DEDICATION I humbly and lovingly dedicate this dissertation to my family. During my time at USF, I met my love, John P. Arnold, and our two children, Olive Annesi and Oscar Drake. You have made these years the very best time of my life. You are the family I never knew I always wanted and I love you so very much. I dedicate this work to the IPPLIAP family who so graciously welcomed me and shared their lives, experience, and knowledge. To IPPLIAP’s graduating class of 2013: ¡Muchísimas gracias y muchas felicidades! The stunning, thoughtful, playful, and enlightening photos you all produced bring your stories, surroundings, and imagination to life. I dedicate this research to families of deaf children everywhere. I hope the work reflected here serves to acquaint hearing and deaf audiences with the complexity of deaf lifeways and the beauty and necessity of signed language. ACKNOWLEDGMENTS The author would like to thank Fulbright-García Robles for their generous funding support of this research; the Philanthropic Educational Organization (P.E.O.) for support during the writing phase; the Institute for Studies in Latin America and the Caribbean for support of preliminary research, and the University of South Florida Graduate School for their generous support through a Graduate Student Success Fellowship. I also want to express my sincerest gratitude to my dissertation committee. I have enjoyed our time together so very much. Individually and collectively, you have been inspirational, encouraging, and have challenged me to think through ideas in ways I would not have imagined alone. I am especially grateful to Dr. Daniel Lende for his wisdom, honesty, and enthusiasm throughout the research process. Daniel, your patience, humor, reassurance, and generosity have made this journey so enjoyable – thank you! Dr. Karla Davis-Salazar, thank you for welcoming me to USF when I first arrived, and for your continued support, leadership, and enthusiasm. Dr. Heide Castañeda, you make the world of academia look so easy! We all know it is not, but I count myself among the many who aspire to your professional acuity and grace. Thank you for your dependability and insight. Dr. Barbara LeMaster, I’m so thankful our professional and personal relationship has developed in ways I could not have imagined from our first meeting in Mérida, Mexico. Thank you for your keen insight, warm mentoring, and for sharing your knowledge so generously - your work influences my research as it has so many others. Last but not least, thank you, Dr. Adam Schwartz. From our first meeting, I have found your suggestions and resources so valuable and have appreciated your friendly encouragement. Thank you for guiding me through his process and for staying on board from afar! Thank you to my family for your enduring support, confidence in me, and enthusiasm. John, Olive, Oscar, Mom, Dad, Grace, Jack, Virginia, Fredder, Casey, IV, Bennett, Shelly, Mark, Joe-Joe, Phil, Patty, Paula, Grams, and Rose - I love you all - we’re very lucky! Thank you to the many friends and professionals I was so fortunate to meet through this process. You helped in countless ways and made this time in my life so special; thank you for your knowledge, inspiration, and all the good times: Dr. Anneliese Cannon, Dr. Ginger A. Johnson, Mercedes Obregón, Lorentina Anaya, Alberto Fierro, David Dybiec, Dr. Cecilia Vindrola-Padros, Jennifer Webb, Dr. Angela Stuesse, Dr. Kristina Baines, Dr. Jennifer Tyberzcy, María Mejilla Ríos, Dr. Karen Smid, Bibi Martinek, Marina Navia, Rebecca Campbell, Margeaux Chavez, Liotta Dowdy, Nolan Kline, Rolando Sigüenza, Andrea Barrojas, the Grupo Tessera community, members of the Mexico City deaf community, Arturo Mendoza y amigos de Fulbright-Comexus, friends at Auris RadioTV.mx, Dr. Shaye Rousseau-Schindler, Dr. Linda Lucas, Lauren Schumacher, Dr. Sara Green, Sarah Crichton- Jolie, Tracy Miller, Sandra E. Sotelo Miller, Sylvia Lim, Dr. Jamae Morris, Dr. Janelle Christensen, Alberto Chapa, Dr. James Mihelcic, and Profesor Horacio Molano Nucamendi. Una nota especial para mis amigas queridas en México: Marcela Adriana Gómez de los Reyes, Fabiola Ruiz Bedolla, Ale Gómez, y Alejandra Ramírez Ávila: no pudiera hecho este proyecto sin su sabiduría, apoyo, paciencia, confianza, amistad, y amor. Gracias a cada una por su parte en haber hecho México nuestro segundo hogar durante de la investigación. Agradezco tus amistades y todo lo que he aprendido de ustedes más que pueden imaginar. ¡Las quiero muchísimo! TABLE OF CONTENTS List of Figures ............. ............. ............................................................................................................................ iv Abstract ........... ............. ............. ........................................................................................................................... vii CHAPTER 1: INTRODUCTION ......................................................................................................................... 1 Aims of this Research ............................................................................................................................ 5 5 Organization of this Dissertation ...................................................................................................... 8 7 CHAPTER 2: DEAF IDENTITY: PROCESS & PLURALITY Introduction .. ............. ...........................................................................................................................12 History & Conceptualizations of Identity ....................................................................................13 The Conundrum of Defining Deafness: deaf, Deaf, d/Deaf, deafness & deafhood .......18 The Deaf Child’s Unique Familial Status ......................................................................................26 Identity in Anthropology: Habitus, the Unexpected, & Improvisation ............................28 Operationalizing Identity: Communities of Practice ...............................................................33 Families with Deaf Children & Language Socialization ...........................................35 Language & Identity ..............................................................................................................40 Specialized Deaf Schools & Language Choice ..............................................................41 The Biosocial Aspects of Identity & Community ........................................................43 Deaf Communities & Identity Politics .............................................................................45 Conclusions ... ............. ...........................................................................................................................51 CHAPTER 3: DEAFNESS IN CONTEMPORARY MEXICO: PEDAGOGY & PARADIGMS Introduction: Deafness in Mexico ...................................................................................................53 Mexico City, Mexico – Broad Demographics ..............................................................................53 Prevalence of Deafness in Mexico ..................................................................................................61 Deaf Education in Mexico and Lengua de Señas Mexicana: History & Nostalgia ..........63 The People Who Spell – The Legacy of ENS ................................................................................66 Oralism, Medicalization & Inclusion in Mexico .........................................................................68 The Medicalization of Deafness in Mexico ..................................................................................71 Inclusion Ideology in Mexico ............................................................................................................74 Contemporary Educational Opportunities for Deaf Children in Mexico .........................77 Mexican Educational Policy & Law