Deaf Studies: The Next Step

Lawrence R. Fleischer
(Abridged Version for Proceedings)

Importance of Deaf Studies: Closing Panel

In search of answers to questions about the empowerment of Deaf people, it’s virtually necessary to consider educational opportunities in the domain of Deaf Studies.

Through the years, the situation continually faced by Deaf children is that educators are failing to encourage them to probe into their own feelings of “self” as Deaf people. Consequently, these Deaf children are being deprived of the opportunity to experience their true value.

Through Deaf Studies, Deaf children and adults alike have an opportunity to express their feelings and are freed from the “institutionalized” views on the incapability of Deaf people to live productive lives.

In order for Deaf individuals to make decisions, it is imperative that they know about their heritage. By understanding the history of their own culture, they can develop the confidence to believe in their own abilities, to steer the most accurate predictions for their personal destinies.

Likewise, hearing people have been victimized by the myths. Consequently, the lack of knowledge about the Deaf experience has resulted in misunderstandings that have brought conflicts and widespread human suffering. By offering this information to the Deaf population, hearing people can also become “liberated.”

From my standpoint, the underlying purpose of Deaf Studies is to generate “pluralists”—not “particularists”—among Deaf and hearing people. In this way 1) a broad-base of knowledge can be shared with the population, and 2) constant awareness of society’s changes is heightened. By promoting this philosophy, both Deaf and hearing people can maintain an “active profile” and be provided with the opportunity to make the most of themselves.

Like other ethnic and religious studies, Deaf Studies must provide ways to invigorate cultural creativity and stimulate critical thinking in Deaf communities. By offering sound plans for changes, aiding the intellectual development of both Deaf and hearing people, and contributing to the advancement of the society-at-large, the success of Deaf Studies will be valued by both Deaf and hearing people alike.

The Changing Picture of Deaf Leadership

Thousands of Deaf Americans who had lost hope and respect for themselves have regained the opportunity for self-direction. This presents a challenge for Deaf individuals who aspire to demonstrate leadership. How can they best stand up for their self-respect?

The projected strength of Deaf leaders is hinged on the amount of awareness and sensitivity that they possess in relation to the Deaf experience. They must assume a strong belief that Deaf people can be transformed from passive to active roles in everyday life with greater social and economic power for their members. They must also defend the most appropriate avenues in which to attain human potential for them.

By the same token, Deaf leaders must recognize the meanings of “humanness” which are unique to Deaf people. Deaf leaders must take a stand and challenge any system that uses inferior standards of assessing the progress of Deaf people, including models of Deaf education that threaten the future quality of their advancement.

Therefore, the real question is, “Can Deaf leaders remain effective if they are unaware of American Sign Language, Deaf culture, Deaf heritage, and other Deaf experiences?” What about Deaf leaders who are aware of these areas but deny their importance?

The dynamics and politics of the Deaf community cannot begin to change their position unless an increasing number of Deaf leaders are exposed to Deaf Studies. Without a shadow of a doubt, Deaf leaders must develop opportunities and solutions for Deaf people that will provide them with the necessities to survive successfully in today’s world without sacrificing their Deaf heritage, which is the main source of group pride. It follows that the vigor and care of Deaf leadership heavily depends on Deaf Studies.

Contributions to the Lives of Deaf People

While this conference signified that we have certainly come a long way in making many notable accomplishments under the rubric of Deaf Studies, we still have a long way to go in order to meet all of our desired goals. At this juncture, one thing is for sure … DEAF STUDIES IS HERE TO STAY!

Today, most Deaf leaders and organizations embrace the idea of Deaf pride. They realize that without the knowledge gained from Deaf Studies, their existence cannot be thoroughly understood. Additionally, affirmation of values within the Deaf heritage is required in order to achieve dignity in the American context.

In my opinion, without the recognition of American Sign Language (ASL) and Deaf Culture and the physical push by Deaf people and friends/supporters of Deaf people everywhere, the Gallaudet revolution could not have taken place. It is there that a phalanx of Deaf and hearing people, carrying placards with slogans to illustrate Deaf power, addressed the injustice done to Deaf people.

As a starting point, in order for Deaf people to liberate themselves, they must first understand the rationale explaining their stranded position. With this understanding, in order to gain power and influence over social policy that directly affects their lives, knowledge of the Deaf experience is essential.

It is recognized that both outside and inside forces influenced the outbreak of the Deaf power movement at the Gallaudet uprising. A few examples of outside forces include the civil rights movement and the American value of “equal educational opportunity for all.” But what about the inside forces?

In the late 1960s, articles, books, monographs, and personal-professional interaction on the topics of ASL and Deaf Culture first emerged. It was shortly after this time that these “inside forces” became increasingly available, and the volume of work in and out of Gallaudet University on these same topics expanded.

The point that I wish to stress is that even with the aid of inside forces, it has taken nearly 20 years to remove the notion of Deaf intellectual inferiority with respect to leadership abilities. Equally as important, during the two decades there was a division of opinion over the ideals to which Deaf people should apply their efforts in an attempt to empower themselves toward liberation and equality.

So, why did Deaf people display ambivalent feelings toward the changes? The answer is two-fold: 1) fear of rejection and exclusion from economic sufficiency that forced them to downplay the importance of the Deaf experience, and 2) to display tolerance to the status quo. As a result, the achievements of Deaf people were not recognized in oppressed situations.

The Next Step

This list of issues is definitely not exhaustive of those that must be considered in anticipation of the future development of Deaf Studies. By holding this conference, therefore, we have an opportunity to address further concerns relative to these issues. In so doing, I wish to raise additional points for the panelists’ assessment of the current situation and implications for the future.

Teacher Preparation Programs

Deaf people regard the current practice taking place in many teacher preparation programs as both illogical and ethnocentric. In the process of training individuals to become teachers of the Deaf, a great deal of emphasis is placed on what is “normal” and what is “deviant.” How can we best attain a new paradigm that incorporates Deaf Studies in teacher preparation programs?

K–12 Schools for the Deaf—both Residential and Mainstreamed Settings

Deaf learners are entitled to receive an education that increases their self-knowledge and their self-respect. It is obvious that hearing people alone cannot be depended upon to develop viable programs for Deaf children. The question remains, “What productive directions can be paved through the implementation of Deaf Studies in order to accomplish the goal of ensuring quality educational opportunities for Deaf learners?”

Deaf Community

As with the “minority” movement, it appears that the most effective community programs for Deaf people are those which encourage self-determination. At the heart of a community movement lies the need for values to be clarified, decisions made, and a plan of action prepared for the purpose of dealing with current problems. It has been established that in order to provide a body of knowledge to Deaf community groups and to foster a positive “self-image” group whose contributions to the development of the nation are respected, Deaf Studies must be infused into these groups. How can this be accomplished most effectively?

Higher Education

The field of Deaf Studies incorporates the critical study of history, literature, and the thoughts of Deaf people. It can also be viewed as a signal of importance and acceptance with respect to the Deaf population. Where such courses are offered, large numbers of Deaf students themselves do not participate in them. By encouraging Deaf students to take courses in the field of Deaf Studies, both their personal and college experiences would be enriched. How can more Deaf students be exposed to courses available under the auspices of Deaf Studies?

Literary Work

Outsiders have written volumes of literary work on the Deaf experience. Few are notably distinctive, however, and, sadly, many are inappropriate. How can more and more Deaf individuals be encouraged to interpret and document their experiences for the purpose of educating future generations?

Research

Deaf people have become disenchanted with research due in large part to the misdirection of the research projects. Most of the studies done have only focused on the Deaf person’s defects. Facing an increasing number of these studies, Deaf people feel powerless to oppose the situation. The time has come to turn our focus to the strengths and competencies of Deaf individuals. How can Deaf people become more involved in the decision-making processes in research which ultimately affect and offer valuable information to Deaf Studies?

In closing, the task that is set before us definitely has a long-range goal. Admittedly, there is a need for changes that will make American society more responsive to the needs of Deaf people. If the conditions for change are encouraged to continue, Deaf Studies will readily assist in the development of a better society than that which we know today. Without Deaf Studies, progress will not be easily attainable, and the voices of Deaf people will be weakened.

The impact on the lives of Deaf people for the next 100 years and thereafter will heavily depend on the quality of Deaf Studies. Thus, Deaf Studies is a continuous process of fostering new knowledge which will lead to re-interpreting old standards to the point of encouraging improved solutions and hope for Deaf people.

About the Respondents

The following people responded to Dr. Fleischer’s remarks:

About the Presenter/Moderator

Dr. Lawrence R. Fleischer, born Deaf to a Deaf family, is a professor of special education at California State University, Northridge, as well as coordinator of the Deaf Studies program there since 1984. He received his B.A. degree from Gallaudet University, a dual M.A. from CSU, Northridge in administration and supervision and special education, and an Ed.D. from Brigham Young University in educational administration.