Hmmmm ...Culture Who Has One?

Whew... What a Class today.

Today was interesting to say the least. It is amazing how emotional people can get when discussing culture. I do not ask you to debate, I ask you to express what you believe and why you believe what you do. I ask you to discuss productively and in harmony with each other. Harmony does not necessarily mean agreeing but listening to each other. You may have special insight to take us to places we never imagined. I am not here to simply teach "at" you. I am here to challenge you to think critically, express you opinions, values and beliefs, help you develop tools and skills for your future, and to become active listeners by really hearing what each other has to say. Although our goal is to always be in peace with each other, that is not realistic. Coming forward with what you think, why you think what you do, and being able to support it gives you power. At the end of the day, you may not accept what each other has to say, but you have heard their message and at least entertained the idea that they have presented. Pondered over what others believe, feel and think and perhaps later in your life, it will be useful to you in ways you never imagined.

So many excellent points where brought up in class. I neither agreed nor disagreed, I only asked you to think about things, I brought up hard questions to answer and I pushed you to see them from all different angles. You may be wondering what I actually believe, because I did not state it in class. Do I believe that all cultures must have language? Yes, I do. But when I say this, I do not mean that they have an entirely different language with a complete set of rules, structure, and syntax. What I mean is that they use special language that is unique to them, that unless you socialize with them regularly you will not understand. For example in the LGBT community, Lesbians will comment, "Which color bandana?" This has a specific meanings to lesbians that other cultures may or may not be aware of. Deaf people sign, "Train go sorry,". If you are not a part of this culture, you will not be able to understand what this means. Teenagers use words today that I find completely foreign!

So what is culture? It depends. Some cultures are easier to define than others but that does not mean that they do not exist nor does it mean we should not accept them as cultures. I have included articles that I have found that have interesting messages. I do believe they will give you some closure to our discussion today. But I want you to push ahead and keep an open mind. I want to hear what you have to say and why you feel what you do. Your voice is important. All of you. To question is to be human. Embrace it. The ride is well worth it.



What is Culture?
http://anthro.palomar.edu/culture/culture_1.htm


Edward B. Tylor
(1832-1917)

The word culture has many different meanings. For some it refers to an appreciation of good literature, music, art, and food. For a biologist, it is likely to be a colony of bacteria or other microorganisms growing in a nutrient medium in a laboratory Petri dish. However, for anthropologists and other behavioral scientists, culture is the full range of learned human behavior patterns. The term was first used in this way by the pioneer English Anthropologist Edward B. Tylor in his book, Primitive Culture, published in 1871. Tylor said that culture is "that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society." Of course, it is not limited to men. Women possess and create it as well. Since Tylor's time, the concept of culture has become the central focus of anthropology.

Culture is a powerful human tool for survival, but it is a fragile phenomenon. It is constantly changing and easily lost because it exists only in our minds. Our written languages, governments, buildings, and other man-made things are merely the products of culture. They are not culture in themselves. For this reason, archaeologists can not dig up culture directly in their excavations. The broken pots and other artifacts of ancient people that they uncover are only material remains that reflect cultural patterns--they are things that were made and used through cultural knowledge and skills.


Layers of Culture

There are very likely three layers or levels of culture that are part of your learned behavior patterns and perceptions. Most obviously is the body of cultural traditions that distinguish your specific society. When people speak of Italian, Samoan, or Japanese culture, they are referring to the shared language, traditions, and beliefs that set each of these peoples apart from others. In most cases, those who share your culture do so because they acquired it as they were raised by parents and other family members who have it.



The second layer of culture that may be part of your identity is a subculture . In complex, diverse societies in which people have come from many different parts of the world, they often retain much of their original cultural traditions. As a result, they are likely to be part of an identifiable subculture in their new society. The shared cultural traits of subcultures set them apart from the rest of their society. Examples of easily identifiable subcultures in the United States include ethnic groups such as Vietnamese Americans, African Americans, and Mexican Americans. Members of each of these subcultures share a common identity, food tradition, dialect or language, and other cultural traits that come from their common ancestral background and experience. As the cultural differences between members of a subculture and the dominant national culture blur and eventually disappear, the subculture ceases to exist except as a group of people who claim a common ancestry. That is generally the case with German Americans and Irish Americans in the United States today. Most of them identify themselves as Americans first. They also see themselves as being part of the cultural mainstream of the nation.These Cuban American women in Miami, Florida have a shared subculture identity that is reinforced
through their language food, and other traditions.


The third layer of culture consists of cultural universals. These are learned behavior patterns that are shared by all of humanity collectively. No matter where people live in the world, they share these universal traits. Examples of such "human cultural" traits include:

1.

communicating with a verbal language consisting of a limited set of sounds and grammatical rules for constructing sentences

2.

using age and gender to classify people (e.g., teenager, senior citizen, woman, man)

3.

classifying people based on marriage and descent relationships and having kinship terms to refer to
them (e.g., wife, mother, uncle, cousin)

4.

raising children in some sort of family setting

5.

having a sexual division of labor (e.g., men's work versus women's work)

6.

having a concept of privacy

7.

having rules to regulate sexual behavior

8.

distinguishing between good and bad behavior

9.

having some sort of body ornamentation

10.

making jokes and playing games

11.

having art

12.

having some sort of leadership roles for the implementation of community decisions

While all cultures have these and possibly many other universal traits, different cultures have developed their own specific ways of carrying out or expressing them. For instance, people in deaf subcultures frequently use their hands to communicate with sign language instead of verbal language. However, sign languages have grammatical rules just as verbal ones do.


Culture and Society

Culture and society are not the same thing. While cultures are complexes of learned behavior patterns and perceptions, societies are groups of interacting organisms. People are not the only animals that have societies. Schools of fish, flocks of birds, and hives of bees are societies. In the case of humans, however, societies are groups of people who directly or indirectly interact with each other. People in human societies also generally perceive that their society is distinct from other societies in terms of shared traditions and expectations.

While human societies and cultures are not the same thing, they are inextricably connected because culture is created and transmitted to others in a society. Cultures are not the product of lone individuals. They are the continuously evolving products of people interacting with each other. Cultural patterns such as language and politics make no sense except in terms of the interaction of people. If you were the only human on earth, there would be no need for language or government.


Is Culture Limited to Humans?

Non-human culture? This orangutan mother isusing a specially prepared
stick to "fish out" food from a crevice. She learned thisskill and is now teaching it to her child who is hanging
on her shoulder and intently watching.

There is a difference of opinion in the behavioral sciences about whether or not we are the only animal that creates and uses culture. The answer to this question depends on how narrow culture is defined. If it is used broadly to refer to a complex of learned behavior patterns, then it is clear that we are not alone in creating and using culture. Many other animal species teach their young what they themselves learned in order to survive. This is especially true of the chimpanzees and other relatively intelligent apes and monkeys. Wild chimpanzee mothers typically teach their children about several hundred food and medicinal plants. Their children also have to learn about the dominance hierarchy and the social rules within their communities. As males become teenagers, they acquire hunting skills from adults. Females have to learn how to nurse and care for their babies. Chimpanzees even have to learn such basic skills as how to perform sexual intercourse. This knowledge is not hardwired into their brains at birth. They are all learned patterns of behavior just as they are for humans.

Editorial: What is Disability Culture?
http://www.independentliving.org/newsletter/12-01.html

I cannot begin to count the number of times I've been asked this question in the past decade or so. Some people desired a one-sentence response, others a one-paragraph answer and still others just wanted to argue about or mull over the idea. In the past five years or so, there have been hundreds of documents discussing disability culture being distributed. Don't believe me? Well, for the first time in a year or so I just did a couple of searches. Entering the keywords, "disability culture," Yahoo returned 2020 web page matches; Google 2600 matches; and Alta Vista delivered 1272 matches.

Why such interest in the idea of a disability culture. From the international perspective the word "disability" has different connotations to diverse cultures, just as the word "culture" does. The definition of disability that may have become the most known is that of someone who has a major life impairment preventing them from participating easily in a major activity, such as walking, seeing, hearing, thinking. But that definition is one of only dozens in the United States alone. Worldwide there may be hundreds, if not thousands of definitions of disability and I would venture the same applies to the idea of culture. Any word that has such historical and contemporaneous significance will create controversy and interest. Put two such words together and the interest is magnified. This is what's happened with disability culture.

To return to a definition, here's my one paragraph definition, the shortest I can come up with, published in a 1996 issue of MAINSTREAM magazine that I still use:

People with disabilities have forged a group identity. We share a common history of oppression and a common bond of resilience. We generate art, music, literature, and other expressions of our lives and our culture, infused from our experience of disability. Most importantly, we are proud of ourselves as people with disabilities. We claim our disabilities with pride as part of our identity. We are who we are: we are people with disabilities.

Those of us working the field of disability culture probably all agree on several basic points. First, disability culture is not the same as how different cultures treat different disabilities. Instead disability culture is a set of artifacts, beliefs, expressions created by disabled people ourselves to describe our own life experiences. It is not primarily how we are treated, but what we have created. Second, we recognize that disability culture is not the only culture most of us belong to. We are also members of different nationalities, religions, colors, professional groups, and so on. Disability culture is no more exclusive than any other cultural tag. Third, no matter what the disability or location of the person with the disability we have all encountered oppression because of our disabilities. Fourth, disability culture in the southwest of the U.S. may be very different than in the northeast U.S. or Europe or Africa, but all of us have the similarities described in the first three points. Finally, we who have worked, researched, studied and written about disability culture have most often begun in the arena of cross-disability culture, meaning all disabilities and cultures. We're aware they're may be nuances, or even larger differences between some of us, but we've had to start somewhere. If we consider all the possibilities of all disabilities and all cultures it's probably more accurate to say that there are "cultures of disabilities."

Why is any of this important? I believe there are two significant factors. First, how will we or anyone else know how to relate to us if none of us are aware of our cultural background. For example, most disabilities come with some sort of pain and/or fatigue. How will mainstream society ever be able to incorporate us into itself if neither we nor it recognize pain and/or fatigue as part of who we are. Secondly, and maybe even more importantly, for years we have discussed integration like it was our business to fit in with mainstream society. As we become more aware of our own unique gifts some of us have also become more convinced that this is a backwards perspective. It is absolutely not our job it fit into mainstream society. Rather it is our destiny to demonstrate to mainstream society that it is to their benefit to figure out that we come attached to our wheelchairs; our ventilators; our canes; our hearing aids; etc. and to receive the benefit of our knowledge and experience mainstream society needs to figure not how we fit in, but how we can be of benefit exactly the way we are.

That's disability culture, at least from one person's perspective.

Steven E. Brown, Ph.D.
Co-Founder, Institute on Disability Culture
http://anthro.palomar.edu/culture/culture_1.htm

Breast Cancer Culture
http://cancerculturenow.blogspot.com/2011/03/what-do-you-want.html

What Do You Want?
I feel like someone has removed my brain, stomped on it and reinserted it into my head. So might you if you've been following the debates raging on Facebook and the breast cancer blogosphere over the last week or so. From critically analyzing the societal worth of campaigns like "I <3 Boobies" and "Feel Your Boobies", to a blog post improbably titled, Breast Cancer: Let’s Fight The Disease – Not Each Other, which actually seemed to tacitly disparage the National Breast Cancer Coalition's mission to stop breast cancer by 2020, and then ironically erupted into a war of words in the comments section; I feel exhausted yet also emboldened and motivated.

On one hand it was disheartening to see the blatant ignorance that still exists in considering the breast cancer culture, and indeed the censorship that went on with one incident when confronted with breast cancer truth. But on the other hand, I saw spirited discussion, energy for new ideas and deep questioning of the breast cancer status quo which gives me hope that change might be coming to the breast cancer movement.

But there's one point on which I am still very confused.

CBS News recently ran a story called "Breast cancer mommy; Brave, beautiful.....and bald". Essentially it was a fluffy little piece about cancer patients losing their hair, and how they can "rock their baldness" and still be "brave" and "beautiful". Yep heard all this before. I get it. Hair doesn't define you. Hair loss shouldn't affect your self worth. Cancer can't take away the essence of you; yada, yada, yada.

Then I read the author's biography, and I felt my blood pressure beginning to rise to something past a slow simmer;
"Meredith Israel, 37, was diagnosed with stage 4 metastatic breast cancer in June, 2009. She says she's in the fight of her life, determined to prevail for the sake of her family, including her 3-year-old daughter, Niomi, and her husband, Gary. Meredith found her breast cancer through self-examination and a mammogram. Since being diagnosed, she has raised more than $100,000 for breast cancer research and has been a vocal proponent of self-exams and early detection."
Now don't me wrong. My heart aches for this woman. I understand only too well the devastation of a Stage IV cancer diagnosis and to throw children into the mix as well? Well, it goes without saying that cancer is never a good news story.

According to the story, Ms Israel "has raised more than $100,000 for breast cancer research and has been a vocal proponent of self-exams and early detection." Now I really hope this story was reported correctly and the $100,000 really did go to research, and if that's the case then I applaud Ms Israel for her efforts. It's a wonderful achievement.

Then my mind started working overtime. I wanted to know what kind of research? The kind that could possibly result in treatments or yield findings that could potentially help Ms Israel with her prognosis? Or did the money go to research that, although might eventually be helpful to others, won't help further knowledge about metastatic breast cancer? Then I wondered why would someone with metastatic cancer openly advertise themselves as a proponent of breast self-exam and early detection? Neither causes are scientifically proven to offer any guarantees as either reliable methods of screening, nor indicators of whether a person will go on to develop metastatic disease. Further, neither of these causes have really been shown to impact mortality rates from breast cancer, which remain barely unchanged in decades.

It is at this point I should clarify where I'm going with all this.

Many of the breast cancer fundraising campaigns we see today are invariably founded, or have involvement at some level, by breast cancer survivors. The "I <3 Boobies" and "Feel Your Boobies" campaigns are good examples, and indeed Susan G. Komen for the Cure's founder, Nancy Brinker is a breast cancer survivor as I'm sure are many of the staff and volunteers.

But here's what I don't get. I have Stage IV breast cancer. It's a bad situation. Right now I'm focused o n trying to get the best treatments and give myself some sort of a fighting chance (whatever that means). I'm well aware that in order to truly survive this disease I need some sort of a miracle. One that might, just might, come out of a research laboratory. But it's going to take time, money and focus by all relevant stakeholders. I've also come to realize that getting research funding to focus on metastatic cancer is a pretty tall order. It's not a popular mission for myriad reasons, and it's a fight to steer money in this direction. So what can I do? I can donate. I can tell my friends and family to donate. And I can use this blog to speak out on the topic and try to get people to think more deeply about this issue.

It all comes down to the fact, that I want something better for myself. There I said it. Selfish me. Wanting to live a long life as well. Wanting to live the dream of the victorious cancer survivor.

And yet, still we throw money at fundraising campaigns whose main priorities are breast cancer education, awareness and so-called early detection programs. Research is treated like the ugly step-sister and invariably gets pushed down in the priority spectrum, or just not even funded at all, in favor of the glitz, sass, sexiness and glamor of more cutesy breast cancer "awareness". How much more awareness do we possibly need? We're stuck in a rut that's not moving the fight forward to end this disease. We're just screening and diagnosing and feeding the cancer machine, with not enough thought as to how we can stop the machine and how we can help the people stuck inside it.

Well, I'm sick of it. Where's the anger people? Why don't we want something better for ourselves? Why not be advocates for research that might actually help those of us currently dealing with this disease AND those still to be diagnosed? What's wrong with being selfish? It's our lives we're talking about here.

And for those selfless people who continue to work so tirelessly to fund raise for these awareness campaigns; I thank you for your efforts, but I implore you to ask yourselves who all this awareness is helping. Consider the questions raised by Gayle Sulik where she asks "What Good Is Awareness If...."

We're stuck in a dangerous rut that values breast cancer awareness and early detection as some kind of holy grail never to be criticized. Awareness and early detection will not make any difference to my life or my outcome, nor the thousands of others dealing with this disease and the 40,000 women or so statistically slated to die from breast cancer this year alone. Sure, awareness and early detection campaigns might help get someone diagnosed, but then what? Successful treatment? Maybe, maybe not. The bottom line is this. Science still can't tell us who's going to draw the short straw. It could happen to anyone at anytime. Regardless of early detection, breast-self exams and no matter how much more money we throw at breast cancer awareness.

We can and should be doing better.

Awareness DOES NOT EQUAL Breast Cancer Cure.

Ask yourself, if you were me, what would you want?



*****Discussion******

What did you hear today? Were you listening? What did your classmates say? What was their message? What article did you connect with best? Why? What inspired you? Is your mind open? Really? Prove it!

Children of a Lesser God.... Are they?

Children of a Lesser God is a 1986 romantic drama film that tells the story of a speech teacher at a school for deaf students who falls in love with a deaf woman who also works there. It stars William Hurt, Marlee Matlin, Piper Laurie, and Philip Bosco.
Children of a Lesser God was directed by Randa Haines, was adapted by Mark Medoff, Hesper Anderson and James Carrington from Medoff's Tony award-winning play of the same name, which ran on Broadway from 1980–1982.


In her debut role as Sarah Norman, Matlin won the 1986 Academy Award for Best Actress. Aged 21 at the time, she is the youngest actress to have received an Oscar for Best Actress. Almost completely deaf in real life since the early age of 18 months, she has since gone on to become an established film and television star and remains active in charities for the deaf and hearing impaired around the world. The film also garnered Academy Award nominations for Best Actor for William Hurt, Best Supporting Actress for Piper Laurie, Best Picture, and Best Writing for an Adapted Screenplay.


Plot:
Sarah Norman (Marlee Matlin) is a troubled young deaf woman working as a cleaner at a school for the Deaf and Hard of Hearing in New England. An energetic new teacher, James Leeds (William Hurt), arrives at the school and encourages her to set aside her insular life by learning how to talk.

As she already uses sign language, Sarah resists James's attempts to get her to talk. Romantic interest develops between James and Sarah and they are soon living together, though their differences and mutual stubbornness eventually strains their relationship to breaking point, as he continues to want her to talk, and she feels somewhat stifled in his presence.


Sarah leaves James and goes to live with her estranged mother (Piper Laurie) in a nearby city, reconciling with her in the process. However, she and James later find a way to resolve their differences or do they?

My questions for you:

~This is a powerful title. Wow, lesser god. Really? Based on what you have learned in class and what you have seen so far in the film (give examples from class and the movie) why you think this title was chosen? Is it appropriate? Why or why not? Is it deceiving? Is it helpful to the audience to allow them to understand from a Deaf perspective? Why or why not? Where do you think it comes from (do some history) research and see what you find)?

ANNOUNCEMENTS:

~Select a presentation topic and begin developing your presentation. Each student will present for 10 minutes. Members of the Deaf community will be invited to attend so be sure to do your best work. Directions will be posted on the blog next week.

We have covered several areas of Deaf culture but there is so much more to learn and explore. We are only at the very tip of the iceberg.

You may wish to expand on a topic that we have addressed, or find one of your own. I know that Amanda had discussed wanting to know more about CODA, perhaps she would like to take this further. Sarah had mentioned wanting to learn more about oppression, she can elaborate on that. There are so many topics that you could select from. I would like you to decide on your topic by next Monday, March 28th. Pick something that interests you. You will be working on this for awhile so you want it to be something that inspires you.

Here are some topic ideas, they would need to be elaborated on:

~National Theatre of The Deaf
~Martha's Vineyard
~Gallaudet University
~Laurnet Clerc
~Deaf Performers
~Deaf portrayal in the media
~Laws to protect Deaf people
~Deaf President Now

Graded how?




Introduction to Deaf Culture Presentations
Spring 2010

Speakers(s):___________________________________________________________________

Topic:________________________________________________________________________

5 = Excellent 4 = Good 3 = Average 2=Fair 1 = Poor 0 = Missing

INTRODUCTION
Gained attention and interest 5 4 3 2 1 0 Comments:
Introduced topic early 5 4 3 2 1 0
Previewed body of speech 5 4 3 2 1 0
Related to audience 5 4 3 2 1 0

BODY
Main points clear 5 4 3 2 1 0 Comments:
Main points fully supported 5 4 3 2 1 0
Organization well planned 5 4 3 2 1 0
Clearly cited support materials
(2+sources) 5 4 3 2 1 0
Language clear, concise, appropriate 5 4 3 2 1 0
Effective transition 5 4 3 2 1 0

CONCLUSION
Reviewed main points 5 4 3 2 1 0 Comments:
Reinforced central idea 5 4 3 2 1 0
Strong closing 5 4 3 2 1 0

DELIVERY
Maintained eye contact 5 4 3 2 1 0 Comments:
Used voice effectively 5 4 3 2 1 0
Presented 1 visual aid 5 4 3 2 1 0
Used nonverbal communication effectively5 4 3 2 1 0
Posture/ stance 5 4 3 2 1 0
Vocalized pauses 5 4 3 2 1 0

OVERALL EVALUATION
Speech was engaging/conveyed topic 5 4 3 2 1 0
Speech clearly stated goal 5 4 3 2 1 0
Speech completed in time limit (20min) 5 4 3 2 1 0 Time: ______:______

Comments / Grade:___________


**You have been graded so far on:
~weekly blog assignments
~article summaries
~midterm
~class participation

Please bring to class on Monday, March 28, 2011:

~How many articles you have completed___/2
~How many weekly blogs you have completed___/8
~Midterm grade___/100
~Participation and attendance___/A, B, C, D, F

What grade do you think you have earned? ____/A-F

Reflect

I am so sorry I could not be with you today. My daughter is very sick with a temp. of 104. Poor thing wanted me to hold her all day. I hope tomorrow she feels better. If not, to the doctor we go. No fun!

I have decided to allow you to reflect on these past 7 weeks and share what has been the most meaningful thing you have learned on this journey. I would also like you to include something you would like me to add or touch on when we return. Please reflect in one paragraph or more. You only need to post your own reflection. Since it is spring break next week, I will not require you to comment on each other's comments.

It has been a great ride so far!

Have a wonderful spring break!

Monica

But before you go... this is part of our oppression discussion from this week. It may surprise you...maybe not...
http://www.deaftv.com/film/What-Would-You-Do-Discrminate-Against-Video/

Education

Today we had a great discussion. I enjoyed it tremendously. Thank you for participating and sharing your thoughts, feelings, and opinions. These add to our learning experience and make the class so much more then I could lecture alone. This is the information that I said that I would send to you.

What is happening across the United States with the cutbacks and strict budgeting is affecting everyone. Education is feeling the brunt of these budget cuts. The National Association of the Deaf (NAD) is alarmed by a growing trend among some state governments seeking to cut costs by underfunding or closing state schools for the deaf across the country. Stateschools are a sacred and treasured part of Deaf Culture. Some Deaf people will agree that these school are the "Mecca" of Deaf culture and without them the culture will diminish. National Association of the Deaf (NAD) has sent out a alert and is asking for support.

Before I continue, let me explain what NAD is.

Established in 1880, the NAD was shaped by deaf leaders who believed in the right of the American deaf community to use sign language, to congregate on issues important to them, and to have its interests represented at the national level. These beliefs remain true to this day, with American Sign Language as a core value.

The advocacy scope of the NAD is broad, covering a lifetime and impacting future generations in the areas of early intervention, education, employment, health care, technology, telecommunications, youth leadership, and more – improving the lives of millions of deaf and hard of hearing Americans. The NAD also carries out its federal advocacy work through coalition efforts with specialized national deaf and hard of hearing organizations, as well as coalitions representing national cross-disability organizations.

On the international front, the NAD represents the United States of America to the World Federation of the Deaf (WFD), an international human rights organization.

Individual and organizational membership makes it possible for the NAD to ensure that the collective interests of the American deaf and hard of community are seen and represented among our nation’s policy makers and opinion leaders at the federal level.

The NAD is a 501(c)(3) nonprofit organization supported by the generosity of individual and organizational donors, including corporations and foundations.
The National Association of the Deaf embraces core, legal, and community values, as follows:

Core Values

Language. We value the acquisition, usage, and preservation of American Sign Language.
Culture. We value the right of deaf and hard of hearing Americans to share similar beliefs, sense of belonging, and experiences as a signing community.
Legal Values

Civil Rights. We believe in equality, dignity, and justice for all deaf and hard of hearing Americans.
Human Rights. We believe that acquisition and use of American Sign Language is an essential human right.
Linguistic Rights. We believe that American Sign Language must be preserved, protected, and promoted.
Community Values

Diversity. We value deaf and hard of hearing Americans with diverse perspectives, experiences, and abilities. We are committed to the elimination of audism, linguicism, racism, and other forms of discrimination.
People. We value advocates and allies as the builders of the American deaf community.


I
NAD Action Alert: Preserve State Schools for the Deaf

Submitted By Admin On Wed, 02/16/2011 - 17:19
The National Association of the Deaf (NAD) is alarmed by a growing trend among some state governments seeking to cut costs by underfunding or closing state schools for the deaf across the country. These proposals by state government officials and legislators are often based on the following factors:

drastically underestimating the financial costs of sending students to mainstream schools;
lack of understanding of deaf and hard of hearing students’ needs;
lack of understanding about required support services and resources for deaf and hard of hearing students such as teachers for the deaf and qualified interpreters;
lack of understanding of the availability of such resources and support services for deaf and hard of hearing students at their local school district.
These proposals by state government officials and legislators do not comply with the requirements of the Individuals with Disabilities Education Act (IDEA), a federal law that protects students who are deaf and hard of hearing. IDEA requires that every deaf and hard of hearing student receive a free appropriate public education (FAPE). For more information click on the NAD Position Statement on Schools for the Deaf.

The NAD urges its members and supporters in states where schools for the deaf are threatened to contact their state legislators and Governors to advocate against closing or underfunding their state schools for the deaf. State legislators and Governors must be told that that such short term savings will not translate into long term savings and children who are deaf and hard of hearing will suffer tremendously as a result of the system’s failure to meet their educational needs.

The state schools currently known to be in jeopardy by facing drastic budget cuts or closure are:

Cleary School for the Deaf (NY)
Kansas School for the Deaf
Lexington School for the Deaf (NY)
Mill Neck Manor School for the Deaf (NY)
New York School for the Deaf – Fanwood (NY)
Oklahoma School for the Deaf
Rochester School for the Deaf (NY)
St. Francis De Sales School for the Deaf (NY)
St. Joseph’s School for the Deaf (NY)
St. Mary’s School for the Deaf (NY)
Texas School for the Deaf
The known schools for the deaf that appeared to have survived threatened underfunding or closure are:

South Dakota School for the Deaf
Utah School for the Deaf
The NAD will attend the following rallies in support of state schools for the deaf:

Kansas School for the Deaf
March 2, 2011
10:00 am—1:00 pm
Kansas State Capitol Complex
SW corner of 9th and Harrison Street
Topeka, KS

Texas School for the Deaf
March 9, 2011
2:00 - 5:00 pm
South Steps of the State Capital
Austin, TX

New York Schools for the Deaf
March 10, 2011
10:00 am
The Well
State Capital Building
198 State Street
Albany, NY 12210
http://www.deafnyaction.org/?page_id=11

Preserving state schools for the deaf is the best option for deaf and hard of hearing children for the following reasons:

State schools for the deaf are a centralized resource of qualified teachers and staff with the necessary skills to be able to communicate effectively with deaf and hard of hearing children. The vast majority of school districts do not have any staff knowledgeable about educating, or communicating with deaf and hard of hearing children.
Closure of any state school for the deaf will force deaf and hard of hearing students to be served by their local school districts where they will be denied full access to the educational curriculum and to peers with whom they can communicate. The lack of direct access to the educational curriculum will set deaf and hard of hearing students way behind their hearing peers.
Closing a state school for the deaf is not a cost-saving measure. The cost to adequately serve each deaf and hard of hearing child in the child’s respective school district far exceeds the cost to send that child to a state school for the deaf.
Closing state schools for the deaf eliminates a continuum option that is federally mandated under the IDEA and that is often the only educational placement appropriate for many deaf and hard of hearing children in each state. Litigation against the school districts for failure to provide FAPE under the IDEA would wipe out any perceived savings.
Closure is not the only threat. Cuts in funding to state schools for the deaf require the schools to make severe cuts that compromise the educational needs of students.
Deaf and hard of hearing children need to be assessed by qualified educational staff with experience and training in specific assessment tools and techniques required for deaf and hard of hearing students as mandated by law. Most school districts do not have staff qualified to assess deaf and hard of hearing students. .
School districts are already facing financial cutbacks yet are expected to provide the resources to serve deaf and hard of hearing students who would attend school in those districts. Such financial pressures will lead to inappropriate and lacking educational services to deaf and hard of hearing children.
Many state schools for the deaf were created in the early years of this country, and enjoy a long history of developing educated and productive deaf and hard of hearing citizens. State schools for the deaf are a smart financial investment for the state and required by law. Closure or underfunding of state schools for the deaf would not save states money but conversely would be extremely costly in the long run and significantly devastate education for deaf and hard of hearing children. This will also reverse the progress that deaf and hard of hearing children have made in the last 100 years.

Keep our state schools for the deaf open and fully funded!

Information taken from:
http://www.nad.org/news/2011/2/nad-action-alert-preserve-state-schools-deaf


Now that you know what is currently happening and the threat to state schools, lets read why Deaf people may be so passionate about this. Below I have provided you with an excellent website with a wealth of information about Deaf people and their culture.


Deaf Linx
Fighting Audism Through Empowerment and Education
Information from:

http://www.deaflinx.com/DeafEd/OptionsGuide/LearningEnvironments.html

Residential Schools for the Deaf:

Traditionally, residential schools have had a long and venerable history in this country. They are well known for being bastions of Deaf Culture and most deaf kids who attend them eventually learn ASL. Residential school enrollment has decreased due to two major factors. Since mainstreaming became an option for many children, parents began sending their children to local schools. “At the schools for the deaf, everyone is amazed. Mainstreaming caught them completely off-guard. …They never expected to face losing students to the public schools.”113 Also, the population of deaf children has decreased due to vaccinations like the Rubella vaccination. As a result, a number of schools have closed. For the most part, the schools that remain open have opened Day School programs. In addition, many of these schools have needed to take in children with multiple handicaps in order to keep their doors open. “Enrollment showed a slight decline in the seventies…Then suddenly, mainstreaming got serious, and there wasn’t much money…Suddenly, the school began looking for kids in the really closed institutions, like the Rome Developmental Center.”114
There are real advantages to residential schools. The schools are designed with the needs of deaf students in mind. Some of the schools have excellent programs. The opportunity for peer interaction is available, as are extracurricular activities like boy scouts and after school clubs. “ The students are involved in student government, peer study-groups, volunteer activities in the community at large, sports …all kinds of extra-curricular activities.”115 A child who lives in a locality where he is the only deaf person for miles in any direction is able to meet other deaf children. Deaf kids have adult Deaf role models. “Educators and parents who advocate for the availability option point out that the presence of deaf adults who are well-educated and fluent in sign language has a significant long-term impact on young deaf children’s educational and personal well-being.”116 In many cases, friendships are made that last a lifetime. The children are exposed to the cultural values of the Deaf community and to the language of the Deaf, ASL.

There are some real disadvantages as well. Many families are not comfortable sending young children away to school. Some families feel that the home and family is the best environment for any child. ‘I do not recommend for deaf students to stay at residential schools for a number of reasons. These deaf children need to be with their family where there is love, discipline and nurturing. The residential supervisors’ are not capable of meeting every deaf child’s needs (emotionally and physically).117 Many parents feel that the act of sending their child to residential school isolates the child from the family. Finally, there is the issue of the quality of the education itself. Education quality varies from school to school. “One suggestion for finding out if a residential school has a good program [is to] ask around and see how many of the students there have deaf parents. The deaf community is pretty close-knit, and word travels fast on the grapevine. If a certain residential school is significantly good, many deaf families actually uproot and move into that school’s neighborhood. Also, deaf children with deaf parents experience no language barriers at home…and thus many of them have age-appropriate language and communication skills. The schools that these children attend usually have a curriculum which reflects this.”118

There are three oral residential schools in this country: Clarke School, The Central Institute for the Deaf and St. Joseph’s Institute for the Deaf. They serve the oral deaf extremely well. One young lady had this to say: “ I went to the Clarke School for the Deaf for seven years. It was an awesome experience. I learned to be confident and to be a leader at an early age.”119


This is going to be a very hard question, but I would like you to discuss what you would do if you had a child that was 5 years old and ready to go to school? You do not live near the stateschool so you will only see your child on weekends, holidays, and break.

Keep in mind your opinions are respected here. This is a safe place. Be sure to provide three reasons why you believe whatever you choose to be the best option. You must provide support and documentation for your decision. For example if you say the education is better, provide proof.

Take Home Exam

ASL PAH! means success. WHen using PAH facial grammar (it looks like you silently say PAH) along with the sign for success it means a great accomplishment. Even though ASL is not a written language PAH! has become a word that deaf people will actually write on banners, cards, signs, papers etc. So I wish all of you PAH! on your exam.






Introduction to Deaf Culture Midterm
Take Home Exam
Weeks 1-6
105 points
15 points each
Due: Monday, March 7th
Exams must be turned in BEFORE CLASS BEGINS
Each student will be required to post their exam on the blog after it has been turned in. Students will be asked to comment on another student's exam question and give feedback to their work.

Answer the following questions. Your exam must be typed, hand written exams will not be accepted. Typed exams allow me to read through your material much easier and quicker.




****HOW TO ANSWER YOUR ESSAY QUESTIONS****

Your responses need to include:


- facts, quotes, examples--proof of your understanding and proof that you have actually participated in class meetings, completed the readings/blogs, and watched the videos shown (provide examples).

- Sentences need to be grammatically correct.




Essay Questions:

1. What is audism? How will you approach educational opportunities to teach others about audism without creating hostility and defensiveness (Create a scenario and provide how you will respond)?




2. What are the two views of Deaf people? What are the cause and effect of each of these views? Which view do you believe people should participate in and why?



3. Why is American Sign Language so valued within the Deaf Community? Why do Deaf people feel so protective of ASL? Find an example of how the hearing community abuses ASL.




4. List two culture differences between the Deaf Culture and the Hearing/American Culture. Are your examples values, norms or beliefs?





5. Explain why the Deaf Community and the GLBT(Gay, Lesbian, Bi-sexual, and Transgender) Community are very parallel. Give one examples and explain in detail.






6. List the four avenues of membership to Deaf Culture. Give examples of each area. (You may list the four avenues and give a brief example of each, a long essay is not necessary for this question)




7. What percentage of Deaf children are born into hearing families? Where do most Deaf people acquire their culture and language as a result? Discuss both children and adults in your responses.

Deaf Values and Social Norms (revised)

Topic #1: Values

Values and Norms of the Deaf Community


Values of the Deaf Community:


Values are a part of cultural differences. Differences between values of Deaf and hearing people are often extreme.



Definition of Values:

Values can be defined as broad preferences concerning appropriate courses of action or outcomes. As such, values reflect a person’s sense of right and wrong or what “ought” to be. “Equal rights for all” and “People should be treated with respect and dignity” are representative of values. Values tend to influence attitudes and behavior.

Values Characteristic of the Deaf Community:

Deaf people have many values that are different from hearing people. However, some of them are in harmony with the values of hearing people.

Examples of Values within the Deaf Community:

ASL:

American Sign Language is the most highly regarded asset of Deaf Culture. Spoken English is almost completely useless to the Deaf. Even if they can learn to read lips, the comprehension of English doesn't even come close to the language of ASL. If the ears don't work, why would you force them to?

ASL is the natural language for the Deaf. To equate the fluency of English to hearing people, ASL is the match for Deaf people. They are not meant to use a language that is not their own, nonetheless be forced to.

The Deaf also aim to preserve ASL. There are many language systems that have been invented to try to "help" deaf children learn English (Sign Supported Speech, Signed English, and Cued Speech, to name a few). These are not languages and are not supported in Deaf culture. They have, if anything, deprived deaf children of their true language and ability to communicate effectively.

ASL is so important for Deaf people to communicate, they created vlogs (video logs). They are similar to blogs, but consist of videos. That way, the Deaf can communicate with each other in their first language.




Deaf schools over mainstreaming schools:

The entire way of life is learned for Deaf people at stateschools. Their language, their culture, and their identity. Often Deaf children are born into hearing families that not only know nothing about Deaf culture but do not use ASL when communicating with their children. As a result children in these families are often isolated. Their stateschool peers, teachers, dorm parents become their family.

Cochlear implants (pros vs. cons):

Regardless of the controversy of cochlear implants they have become deeply embedded into the cultural values of Deaf people. These devices have increased awareness and education that the Deaf community believe there is nothing wrong with them and they do not need to be fixed.

ASL over Signed English oralism:

ASl is the natural language of the Deaf. Oralism is often tiresome, frustrating, and a source of humilation to Deaf people. They preach their right to sign and acceptance of it.

Bilingual education over English only education:

ASL and English need to be taught. Deaf children with language exposure from birth (ASL) arrive to school with a language background. Deaf children that have not often do not have any language prior to school age. The results are devastating.

Deaf clubs over mainstreaming social outlets

Deaf people have the freedom and rights to socialize freely in their language with no communication barriers.

Deaf Schools over Mainstreaming Schools:

Deaf Schools provide Deaf children with their rights to be who they are and communicate freely with their peers, teachers, principal, and others without the presence of interpreters.


Topic 2:Norms

Norms of the Deaf Community:


Norms are a part of cultural differences. Norms are what make our cultures unique and often times can lead to misunderstandings and lack of acceptance from people that are not a part of those norms. There are several differences between behavioral norms of Deaf and hearing people.

Definition of Norms:


Social norms are the behaviors and cues within a society or group. This sociological term has been defined as "the rules that a group uses for appropriate and inappropriate values, beliefs, attitudes and behaviors. These rules may be explicit or implicit. Failure to follow the rules can result in severe punishments, including exclusion from the group."[1] They have also been described as the "customary rules of behavior that coordinate our interactions with others."

The social norms indicate the established and approved ways of doing things, of dress, of speech and of appearance. These vary and evolve not only through time but also vary from one age group to another and between social classes and social groups. What is deemed to be acceptable dress, speech or behavior in one social group may not be accepted in another


Norms differ for values in the following KEY terms:

– ideals

– rules

– ought

– should

What do NORMS imply?

There is a widespread agreement that people OUGHT to adhere to certain standards of behavior.

Other people judge the behavior of an individual according to how closely it adheres to those standards.

Individuals who repeatedly fail to follow the standards face some kind of negative reaction from other members of the group.

Examples of Deaf Norms:

Behavior norms:

Related to the behaviors of Deaf people. Sometimes they are aware or unaware that they “adhere to certain standards of behavior.”

Examples

Teasing with physical contact

– Back slapping

– Touching more casually

Code Switching from ASL to Signed English with hearing people. Accommodating to hearing world has become a habit. Some Deaf people as do this to keep power within the Deaf Community by using ASL for themselves and not allow others the opportunity to mess with it.

- Deaf norms with Grammar

– Use of tongue with speech

“I have not done it yet.”(tongue placed out of mouth)

– Facial expressions

Frowning with “wh” questions

– Pointing for spatial use and pronouns

– Eye contact (demanded and required)

– Straight forward talking

“You have gotten fat, what happened?” (often time this directness is used to actually inquire if someone is okay.


Group Norms:

– Deaf people, as a group, believe that members of the Deaf community should adhere to certain standards of behavior.

Examples of Group Norms

Deaf/Deaf Marriages

– Deaf community frowns on Deaf/hearing marriages

Feel betrayed but possible to accept if hearing person earns way into Deaf community

REASON: Feel it is a weakening of the Deaf Community.


Loyalty to the Deaf Community

– Deaf people will cover and help other Deaf people.

Ex. Deaf worker helping another Deaf worker keep a job. If one Deaf worker makes mistake, the other Deaf worker with try to talk the hearing boss into giving another chance. If that chance is blown. The Deaf worker will not help out again.

Privacy issues are complex

– Don’t like Deaf people “whispering”. Signing under the table or writing notes. If you have private things to discuss, go outside or in a private room to discuss them.

- Details in explanations

– Start with a rhetorical question or the point and then give details and close with point and answer a rhetorical question.

Rules of Social Interaction:

How Deaf people go through the rituals of “getting together” in group settings.

Examples of Social Interaction Norms

Deaf Clubs

– Deaf people go through greeting rituals of hugging and asking questions such as “how are you?” or “what’s up with you?” or “long time no see.” They figure out when the last time they saw each other and “catch up.”

Introductions between hearing people and Deaf people

Converstaion openers

– Hi, I want to introduce myself. My name is “BOB”, I’m hearing.

Important to Deaf community to know if you are hearing or Deaf.

Usually Deaf people can pick up “a hearing accent” They can see if you are Deaf or hearing based on how you sign.

Attention Getting:

– Shoulder taps

– Waves

– Stomping ground

– Flashing the lights in the room

– Banging a table



The Deaf Goodbye:

– Prolonged goodbyes at the end of a social event

Reason – Deaf people don’t get to see each other often and they want the fullest opportunity to catch up on news and share information.

Review and Study Guide

Review:

The members of this community not only share a common language, they are also linked by similar beliefs and attitudes about themselves and about the world. Some deaf people do not view themselves as disabled. They describe themselves as part of a different heritage and culture--Deaf Culture. This strong sense of Deaf identity is nurtured by the community and passed on through generations.
ASL is the main bond that members of this community have. If you do not use ASL, you are not part of the Deaf community. Hearing people who use ASL can take part in the cultural and social life of this community. For example, hearing children with deaf parents (CODAs) acquire ASL naturally during childhood. They are a part of this community and some people even think they are a part of Deaf culture.

True proficiency in ASL is not just about having an extensive vocabulary. It's about signing in the context of Deaf Culture. Find Deaf events in your area and converse with people who use ASL in their day-to-day lives--Deaf people. Then, and usually only then, will you truly learn to be a proficient signer.

Becoming a Member of the Deaf Community

Becoming a member of this community means more than just learning American Sign Language. You need to be willing to enter the Deaf experience. The diagram below is my illustration of the diagram developed by Charlotte Baker and Dennis Cokely in 1980 to explain how a person qualifies for becoming a member of the community of the Deaf:


The center of the diagram represents Deaf Culture. To be accepted and fully participate in Deaf Culture, you MUST possess all four characteristics that define the culture: social, audiological, linguistic, and political. The Deaf community is illustrated by the other shaded portions of the diagram. You must have at least TWO of the characteristics to participate in the community of the Deaf. Let's take a look at each one:

Social
You need to join in the social life of the community of the Deaf for this characteristic. This means having attended a Deaf residential school, or having Deaf family members, spouses, or friends. A hearing person who uses American Sign Language, regularly attends Deaf community events, and advocates Deaf issues (a sign language interpreter, for example) will come as close to the center of Deaf culture as a person can who does not have a hearing loss. To learn more about the important social lives of Deaf people, read my Deaf Culture article.

Audiological
You MUST have a hearing loss to get credit for this characteristic. It doesn't matter if you are deaf or hard-of-hearing, to a Deaf person, hearing loss means deafness. Deaf is a term used in the community of the Deaf to mean a life experience instead of a hearing loss. To learn more about the different terms for deaf, read this section of my Deaf Culture article to learn about the special distinction between Deaf, deaf, hard of hearing, and hearing-impaired.

Linguistic
You must use and advocate American Sign Language. You not only need to memorize vocabulary, but also learn how to ask questions, make sentences, carry on a conversation, and provide information. You need to learn and respect the signing customs and etiquette of Deaf culture and use them to properly sign in ASL.

Political
You need to be a passionate advocate of Deaf issues and ASL. Political members of this community are usually Deaf people who hold positions in Deaf organizations like the National Association of the Deaf.

Attitude
All of the characteristics of the Deaf community are linked by attitude. You need to love the Deaf experience. If you have the proper respect, the willingness to learn about Deaf issues and deafness, and are enthusiastically involved, you will be accepted by the Deaf community whether you are deaf or hearing.

Study Guide For Deaf Culture

Listed below are some of the main areas that we discussed the last 6 weeks. Be sure to review all of your notes and also key points from your power points. Keep in mind that this is a study guide but you are responsible for everything that was presented in class as well as on the powerpoints that I sent you. This is just an overview of information covered in class.

The exam will be multiple choice, T/F, short essay and essay. You will be given 40 minutes to complete your exam. We will discuss cochlear implants after the exam is completed.

Who are Deaf People?

*Pathological View vs. Deaf View
-What are these views? How are they different?

*Deaf and deaf
-What are the differences between the two of these?
-Can you be deaf and also be Deaf
-What is the correct terminology of hearing losses?

*The importance of Cultural identity of Deaf people
-Is everyone that is Deaf culturally Deaf?

What is Culture?

*What is Culture?
-How do we define culture?

* What is the American Culture?
-What are stereotypes?
-How do we identify?
-What do Americans value?
-Time orientation?


*What is Deaf Culture?

Deaf Culture has its own values, history, organizations, art and behaviors that mark those individuals who embrace the group. So be to deaf alone is not enough. Deaf Culture finds its center primary in American Sign Language and then shared values.





-Knowing that ninety percent of all Deaf people are born into hearing families, where do Deaf people get their culture from? What is very important to them?

*How do deaf people enter Deaf Culture? What may be conflicting to them as they do this? What will they need to change? (think about sharing information, lipreading etc.)

*What do Deaf people value?

*How are Deaf Culture and the Community different?


*What is American Sign Language? How do Deaf people communicate in ASL ?

-Who created ASL?
--Why was there such a battle in regards to ASL?
-Who is Stoeke and why is he important?
-When was ASL recognized as a true language?
-What did Alexander Bell believe about Deaf people?
-The Deaf President Now in 1988 is very important, why?
-What some other signing systems that have been created by hearing people? - (Cued Speech,.)

(to be discussed after the exam,)

*What are Deaf Social Norms? -Collectivism & Individualism
-High Content & Low Content
-Time Orientation

-What was the Golden Age of Deaf Culture? What was the Dark age?