1 a final frontier - can deafhood pedagogies revolutionise deaf education ? dr. paddy ladd. csd,...

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A Final Frontier - A Final Frontier - Can Deafhood Pedagogies Can Deafhood Pedagogies

Revolutionise Deaf Education ?Revolutionise Deaf Education ?

Dr. Paddy Ladd.Dr. Paddy Ladd.

CSD, FremontCSD, Fremont

October 2013October 2013

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2. Structure of 2. Structure of PresentationPresentation

Background to New Book.Background to New Book.

Background to Research Project.Background to Research Project.

Initial Findings.Initial Findings.

Brief Comparisons with Indigenous Peoples’ Pedagogies.Brief Comparisons with Indigenous Peoples’ Pedagogies.

Pro-tem Conclusions and Implications.Pro-tem Conclusions and Implications.

© 2013 Dr. Paddy Ladd

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3. Underlying Principles3. Underlying Principles

The book examines some of the ways that Sign The book examines some of the ways that Sign Language Peoples (SLPs) make a contribution to Language Peoples (SLPs) make a contribution to human knowledge. human knowledge.

Without consideration of these (and other minority) Without consideration of these (and other minority) contributions, the academic world doesn’t have a full contributions, the academic world doesn’t have a full understanding of what it means to be human. (Parallels understanding of what it means to be human. (Parallels with Baumann and Murray – ‘Deaf Gain’ concept).with Baumann and Murray – ‘Deaf Gain’ concept).

Hence the book title : ‘Seeing Through New Eyes – Hence the book title : ‘Seeing Through New Eyes – Deaf Pedagogies and the Unrecognised Curriculum’.Deaf Pedagogies and the Unrecognised Curriculum’.


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4. Overall Perspectives4. Overall Perspectives 250 years of Deaf education, many philosophies and methodologies tried.250 years of Deaf education, many philosophies and methodologies tried.

But one remains unexplored – Deaf educators’ own pedagogies !But one remains unexplored – Deaf educators’ own pedagogies !

A number of articles exist, mainly in USA/UK, but no full-length study it seems.A number of articles exist, mainly in USA/UK, but no full-length study it seems.

This itself is an indication of how Deaf education has been colonised.This itself is an indication of how Deaf education has been colonised.

Deaf educators can only gain qualifications by following non-Deaf pedagogical criteria.Deaf educators can only gain qualifications by following non-Deaf pedagogical criteria.

Yet Deaf children’s poor results suggest that the concept of ‘qualified teacher of the Deaf’ is Yet Deaf children’s poor results suggest that the concept of ‘qualified teacher of the Deaf’ is still problematic.still problematic.

Attention is deflected by blaming deafness itself / parents / children / sign languages.Attention is deflected by blaming deafness itself / parents / children / sign languages.

Our research findings suggest that training curricula need to be ‘stood on its head’ – that the Our research findings suggest that training curricula need to be ‘stood on its head’ – that the praxis of Deaf educators should form the basis for hearing educators’ praxis of Deaf educators should form the basis for hearing educators’ qualifications.qualifications.


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5. Existing Studies (i)5. Existing Studies (i) Time does not permit a full listing or description of these, but notable Time does not permit a full listing or description of these, but notable

examples include :examples include :

UKUK - NUD 1987, Silo 1996, Webster and Heineman-Gosschalk 2000, - NUD 1987, Silo 1996, Webster and Heineman-Gosschalk 2000, Santini 2001, Smith and Sutton-Spence 2005, Collins 2007. Santini 2001, Smith and Sutton-Spence 2005, Collins 2007.

USAUSA – Mather 1987 (and more), Bahan 1989, Schleper 1997, Erting 2001, – Mather 1987 (and more), Bahan 1989, Schleper 1997, Erting 2001, Morgan 2004. Peterson and Kennedy 2004.Morgan 2004. Peterson and Kennedy 2004.

New Zealand – New Zealand – McKee 2005.McKee 2005.

Brazil – Brazil – Goncalves 2010.Goncalves 2010. Please feel free to draw my attention to other examples !Please feel free to draw my attention to other examples !


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6. Existing Studies (ii)6. Existing Studies (ii) The information contained in these studies is of The information contained in these studies is of

immense value.immense value. Most focus on one aspect of Deaf pedagogies.Most focus on one aspect of Deaf pedagogies. However, there are few signs that ‘the system’ has However, there are few signs that ‘the system’ has

taken the information on board.taken the information on board. Thus there is an urgent need to bring these together, Thus there is an urgent need to bring these together,

examine their relationship to each other, and attempt examine their relationship to each other, and attempt to synthesise and summarise the findings.to synthesise and summarise the findings.

My own research was conducted without reference to My own research was conducted without reference to these, so that it would not be influenced by them.these, so that it would not be influenced by them.


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Background to STNE Background to STNE Research ProjectResearch Project

Broad perspective - examine how SLPs teach and transmit their cultural Broad perspective - examine how SLPs teach and transmit their cultural heritage to the next generations of Deaf people, maximise their potential heritage to the next generations of Deaf people, maximise their potential in preparing them for living in both Deaf and hearing worlds.in preparing them for living in both Deaf and hearing worlds.

In summary- study identifies and presents a formal frameworking for Deaf In summary- study identifies and presents a formal frameworking for Deaf and Deafhood pedagogies as used with Deaf children.and Deafhood pedagogies as used with Deaf children.

Research took place between 2003 and 2005 in the UK and the USA.Research took place between 2003 and 2005 in the UK and the USA.

Co-researcher Donna West as a hearing teacher was crucial for the project Co-researcher Donna West as a hearing teacher was crucial for the project – knowledge of hearing education standards and practices, commitment to – knowledge of hearing education standards and practices, commitment to Deaf children (West 2012), able to see much that I would have missed.Deaf children (West 2012), able to see much that I would have missed.

Findings are (slowly, alas !) being written up for the 300+ page book.Findings are (slowly, alas !) being written up for the 300+ page book.


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8. Deaf Culture and Deaf 8. Deaf Culture and Deaf Education Education (i) (i)

The research identified 6 developmental stages in Deaf The research identified 6 developmental stages in Deaf educators praxis with Deaf children. Plus a concept that educators praxis with Deaf children. Plus a concept that seemed to underpin them all – seemed to underpin them all – cultural holism.cultural holism.

Simply put, this is cyclical – the Deaf cultural heritage from Simply put, this is cyclical – the Deaf cultural heritage from older Deaf generations for us to accept responsibility to ensure older Deaf generations for us to accept responsibility to ensure a better life for the a better life for the communitycommunity - and then encourage Deaf - and then encourage Deaf children to carry that forward to next generations. children to carry that forward to next generations.

This includes encouraging positive interaction with the This includes encouraging positive interaction with the ‘hearing world’ and dealing with its own demands, aiming for ‘hearing world’ and dealing with its own demands, aiming for maximal citizenship in both societies.maximal citizenship in both societies.


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9. Deaf Cultures and Deaf 9. Deaf Cultures and Deaf Education Education (ii) (ii) A simple basis for comparison - Hearing teachers of hearing children are very familiar with A simple basis for comparison - Hearing teachers of hearing children are very familiar with

their own language and culture (though there can be big gaps / biases in what they know their own language and culture (though there can be big gaps / biases in what they know regarding class, gender, and other ethnicities).regarding class, gender, and other ethnicities).

This cultural knowledge is the bedrock for their own pedagogies. To some extent, they are This cultural knowledge is the bedrock for their own pedagogies. To some extent, they are practising a (limited) version of cultural holism.practising a (limited) version of cultural holism.

But when they come to educate Deaf children, they are often unable to use those pedagogical But when they come to educate Deaf children, they are often unable to use those pedagogical skills - because they are dealing with a different language and culture. skills - because they are dealing with a different language and culture.

They have not yet been trained properly, partly because nobody has yet researched Deaf They have not yet been trained properly, partly because nobody has yet researched Deaf culture well enough to collect the information and spell it out to them. culture well enough to collect the information and spell it out to them.

Deaf [not ‘deaf’] educators have much information – but it has not yet been Deaf [not ‘deaf’] educators have much information – but it has not yet been understood/respected. The work they undertake and achieve is so immense that it amounts to understood/respected. The work they undertake and achieve is so immense that it amounts to an Unrecognised Curriculum. However, much of what we identified has not really been an Unrecognised Curriculum. However, much of what we identified has not really been consciouslyconsciously recognised by Deaf educators themselves yet.recognised by Deaf educators themselves yet.

Important to recognise that some hearing teachers Important to recognise that some hearing teachers do do utilise some of these strategies.utilise some of these strategies.


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The 6 ‘Stages’ of The 6 ‘Stages’ of Deaf Pedagogies Deaf Pedagogies

(Because of time constraints, this is just the briefest of introductions (Because of time constraints, this is just the briefest of introductions

to an immense collection of data.)to an immense collection of data.)

A characteristic of cultural holism is that each of these ‘stages’ A characteristic of cultural holism is that each of these ‘stages’ overlap.overlap.

1.1. Developing the ‘cognitive engine’.Developing the ‘cognitive engine’.

2.2. Teaching an appreciation of modalities.Teaching an appreciation of modalities.

3.3. Creating a safe cultural environment.Creating a safe cultural environment.

Accelerating language development.Accelerating language development.

Identifying Deaf peoples’ ‘place’ in the world.Identifying Deaf peoples’ ‘place’ in the world.

6. Teaching how to live in both Deaf and hearing ‘worlds’.6. Teaching how to live in both Deaf and hearing ‘worlds’.© 2013 Dr. Paddy Ladd

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11. 11. Developing The Developing The ‘Cognitive Engine’ - ages 0 – ‘Cognitive Engine’ - ages 0 – 55 Basic concept – to generate cognitive development : -Basic concept – to generate cognitive development : -

Crucial importance = attention-getting strategies.Crucial importance = attention-getting strategies.

‘‘Pulling the light cord’. Pulling the light cord’.

Identifying ‘gaps’ in knowledge.Identifying ‘gaps’ in knowledge.

Explaining basic concepts – names, relationships.Explaining basic concepts – names, relationships.

Supplying information.Supplying information.

Emphasising cause and effect.Emphasising cause and effect.

Promoting / modelling thinking skills.Promoting / modelling thinking skills.


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12. Teaching an Appreciation 12. Teaching an Appreciation of Modalities – ages 0 -5 of Modalities – ages 0 -5

Appreciation of visuality – face, gesture etc as Appreciation of visuality – face, gesture etc as larger frame within which sign language larger frame within which sign language occurs.occurs.

Appreciation of tactility/physicality.Appreciation of tactility/physicality.

Appreciation of spatialityAppreciation of spatiality


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13. Creating a Safe Deaf 13. Creating a Safe Deaf CulturalCultural Environment - all Environment - all agesages Although this applies to all ages, it is Although this applies to all ages, it is especially important in the especially important in the

early years.early years.

Emphasising classroom etc as ‘Deaf space’.Emphasising classroom etc as ‘Deaf space’.

‘‘Warm up/warm down’ strategies.Warm up/warm down’ strategies.

Safety in freedom of expression.Safety in freedom of expression.

Engagement and connection with each child Engagement and connection with each child as an individualas an individual – – includes language register adjustment and psychological adjustment.includes language register adjustment and psychological adjustment.

Eye contact and the ‘wide-angle lens’.Eye contact and the ‘wide-angle lens’.


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14. Accelerating Language 14. Accelerating Language Development - ages 7- 11 Development - ages 7- 11 Although this happens throughout the children’s education, it seems there is Although this happens throughout the children’s education, it seems there is

acceleration at this stage.acceleration at this stage.

Process is ‘natural’, visual (‘like fish in water’).Process is ‘natural’, visual (‘like fish in water’).

Crucial multi-level role of stories and ‘micro-stories’ (for information / Crucial multi-level role of stories and ‘micro-stories’ (for information / creating empathy / etc.)creating empathy / etc.)

Importance of performance via demonstration.Importance of performance via demonstration.

Principle of ‘BSL first, English later’.Principle of ‘BSL first, English later’.

Teaching appreciation of basic sign linguistics.Teaching appreciation of basic sign linguistics.

Creative sign and play with language.Creative sign and play with language.© 2013 Dr. Paddy Ladd

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15. Identifying “Deaf Peoples’ 15. Identifying “Deaf Peoples’ Place in The Worlds” - ages Place in The Worlds” - ages 5 - 115 - 11

Establishing existence of Deaf identity.Establishing existence of Deaf identity.

Situating that vis a vis concept of ‘Hearing’.Situating that vis a vis concept of ‘Hearing’.

Explaining existence of ‘two worlds’.Explaining existence of ‘two worlds’.

Initial explanations of Deaf community, Deaf as ‘family’.Initial explanations of Deaf community, Deaf as ‘family’.

Utilising Deaf community members from outside the school, plus out of Utilising Deaf community members from outside the school, plus out of school activities. school activities.

First stages of ‘Deaf Studies’.First stages of ‘Deaf Studies’.

First stages of ‘Deaf Culture’ awareness.First stages of ‘Deaf Culture’ awareness.


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16. Teaching how to live in 16. Teaching how to live in ‘Deaf’ and ‘Hearing Worlds - ‘Deaf’ and ‘Hearing Worlds - ages 7 – 18ages 7 – 18 Morality/spirituality issues.Morality/spirituality issues.

Discipline and Encouragement.Discipline and Encouragement.

Wisdom and freedom of thinking (‘Deaf-smart’)Wisdom and freedom of thinking (‘Deaf-smart’)

Survival strategies – ‘think for yourselves’.Survival strategies – ‘think for yourselves’.

Rights of Deaf childrenRights of Deaf children

Counselling and problem-solving.Counselling and problem-solving.

‘‘Information’ as a key concept.Information’ as a key concept.

Micro-Storytelling as ongoing strategy.Micro-Storytelling as ongoing strategy.


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17. More examples of Cultural 17. More examples of Cultural Holism Holism (i) (i)

37 values, skills and strategies identified. Some 37 values, skills and strategies identified. Some examples include :examples include :

High expectations of Deaf children. Hard High expectations of Deaf children. Hard work required !work required !

Encouraging observation and introspection.Encouraging observation and introspection. Encouraging support of each other (‘teach-each-Encouraging support of each other (‘teach-each-

other’)other’) Deaf bluntness – accepted by children because they Deaf bluntness – accepted by children because they

know they are loved.know they are loved. Use of ‘Relevance’ - meaningful experiences used Use of ‘Relevance’ - meaningful experiences used

for learning.for learning.


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18. More Examples of Cultural 18. More Examples of Cultural Holism (ii)Holism (ii)

Flexibility / improvisation skills of Deaf Flexibility / improvisation skills of Deaf educators.educators.

Repetition and reinforcement of learning.Repetition and reinforcement of learning. Use of drama / performance skills.Use of drama / performance skills. Different timing and pace from hearing Different timing and pace from hearing

teachers – sometimes information requires teachers – sometimes information requires extra time, sometimes very rapid indeed.extra time, sometimes very rapid indeed.

Ability to rapidly adjust to each child’s needs Ability to rapidly adjust to each child’s needs whilst keeping class engaged.whilst keeping class engaged.


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19. The Greatest Challenges19. The Greatest Challenges Identifying a frameworking structure which can best Identifying a frameworking structure which can best

organise these 6 stages and 37 values / skills / organise these 6 stages and 37 values / skills / strategies !strategies !

Which ones are primary – ‘chicken and egg’.Which ones are primary – ‘chicken and egg’.

Best categories and classifications.Best categories and classifications.

Thus the book can only be a first step towards Thus the book can only be a first step towards identifying the framework.identifying the framework.


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20. Additional Features of the 20. Additional Features of the BookBook

Identifying obstacles which stand in the way of recognition of Identifying obstacles which stand in the way of recognition of Deaf/Deafhood Pedagogies.Deaf/Deafhood Pedagogies.

Presenting an initial history of Deaf educators – focus is Presenting an initial history of Deaf educators – focus is mostly on France, UK and USA.mostly on France, UK and USA.

Synthesising previous research with these findings.Synthesising previous research with these findings.

Attempting to identify differences between ‘Deaf Pedagogies’ Attempting to identify differences between ‘Deaf Pedagogies’ and ‘Deafhood Pedagogies’.and ‘Deafhood Pedagogies’.

Identifying parallels with other minority pedagogies.Identifying parallels with other minority pedagogies.


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21. Parallels With Other 21. Parallels With Other Minority PedagogiesMinority Pedagogies

Main examples examined in book – African- Main examples examined in book – African- American/Caribbean, Indigenous People (eg. Maori American/Caribbean, Indigenous People (eg. Maori and Native-North American.)and Native-North American.)

There is much we can learn from how minorities There is much we can learn from how minorities approach education, but I focus here on the ‘political’ approach education, but I focus here on the ‘political’ dimension in order to show how far Deaf education is dimension in order to show how far Deaf education is from ‘big-picture’ thinking.from ‘big-picture’ thinking.

To save time here, I will use 6 slides from the superb To save time here, I will use 6 slides from the superb work of Dr. Marie Battiste of Canada. work of Dr. Marie Battiste of Canada.


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Perspectives and Pedagogies for Aboriginal Education

Dr. Marie Battiste© 2013 Dr. Marie Battiste

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23. Cognitive Imperialism23. Cognitive Imperialism

Built on imperialist knowledge and Built on imperialist knowledge and damaging assumptions damaging assumptions

Reflected in privileging of colonial Reflected in privileging of colonial languages, discourses, knowledge, practices, languages, discourses, knowledge, practices, Euro-Anglo cultural origins, protocolsEuro-Anglo cultural origins, protocols

Creates ‘othering’ and ‘different’Creates ‘othering’ and ‘different’ Inflicts Inflicts soul wound soul wound on Indigenous on Indigenous

peoples and on the landpeoples and on the land

© 2013 Dr. Marie Battiste

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24. Decolonizing Awareness24. Decolonizing Awareness

Every teacher/researcher/student has been a Every teacher/researcher/student has been a victim and beneficiary of the same victim and beneficiary of the same educational system.educational system.

Few persons are privileged with the Few persons are privileged with the knowledge of how to achieve a knowledge of how to achieve a

decolonized education.decolonized education.

We all must become critical learners and We all must become critical learners and healers within a healers within a wounded spacewounded space..


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25. Decolonization: Two-Prong 25. Decolonization: Two-Prong ProjectProject

Deconstruction: Deconstruction: Exposing political, moral and theoretical Exposing political, moral and theoretical

inadequacies of colonialism and culturalism in inadequacies of colonialism and culturalism in education.education.

Reconstruction: Reconstruction: Transforming education and unleashing Transforming education and unleashing

the potential of students in global diverse the potential of students in global diverse knowledge societiesknowledge societies


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DeconstructionDeconstruction

Develop awareness and critique of Eurocentric, Develop awareness and critique of Eurocentric, colonial bias and its racialized negative discourses colonial bias and its racialized negative discourses and values and its effects on everyoneand values and its effects on everyone

Examine laws, policies, history and differential Examine laws, policies, history and differential treatment and resources of Aboriginal peoplestreatment and resources of Aboriginal peoples

Address intergenerational trauma, cognitive Address intergenerational trauma, cognitive assimilation, loss of languages, past and present assimilation, loss of languages, past and present negativities and traumas, including lateral violence, negativities and traumas, including lateral violence, internalized racisminternalized racism


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27. Reconstruction27. Reconstruction

Help students to see value and benefits from Help students to see value and benefits from Indigenous knowledges in their lives and Indigenous knowledges in their lives and education: science, humanities, and visual education: science, humanities, and visual arts, etc. arts, etc.

Aim for Aim for theory and practice to heal present theory and practice to heal present and past traumas and past traumas

Provide ways to reconstruct, reclaim, restore, Provide ways to reconstruct, reclaim, restore, renew Indigenous presence, identities, renew Indigenous presence, identities, knowledges, and self-determination. knowledges, and self-determination.


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28. Comments on Battiste 28. Comments on Battiste etcetc

Those of you who have studied my work will recognise parallels, including the Those of you who have studied my work will recognise parallels, including the concept of ‘Deaf Reconstruction’.concept of ‘Deaf Reconstruction’.

Parallels between SLP and Indigenous Peoples have also been explored by Parallels between SLP and Indigenous Peoples have also been explored by Batterbury, Ladd and Gulliver (2007), and Ladd and Goncalves (forthcoming).Batterbury, Ladd and Gulliver (2007), and Ladd and Goncalves (forthcoming).

The work of Maori researchers (eg. Smith 1990, Pohatu 2005) is even more The work of Maori researchers (eg. Smith 1990, Pohatu 2005) is even more powerful - it reaches beyond education. Time does not permit discussion of this. powerful - it reaches beyond education. Time does not permit discussion of this.

These texts show us how limited Deaf education discourse is, how far it is from the These texts show us how limited Deaf education discourse is, how far it is from the real ‘big picture’. This is because Deaf education is still a highly colonized field.real ‘big picture’. This is because Deaf education is still a highly colonized field.

But it is up to us to meet these challenges head-on, and to do so quickly, before But it is up to us to meet these challenges head-on, and to do so quickly, before eugenics destroys our peoples !eugenics destroys our peoples !


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29. Research and Deaf 29. Research and Deaf Education.Education.

“ “ Today native nations properly insist on their right to Today native nations properly insist on their right to determine who conducts research among them, and to determine who conducts research among them, and to what end – a principle that is fully acknowledged and what end – a principle that is fully acknowledged and embraced by working anthropologists.”embraced by working anthropologists.”

Brown (2003) p.xi.Brown (2003) p.xi.

How far is Deaf Education from such a How far is Deaf Education from such a perspective being recognised and acted perspective being recognised and acted upon ?? upon ??


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30. Some Warnings and 30. Some Warnings and Further Further Food for Thought Food for Thought Vital not to romanticise Deaf teachersVital not to romanticise Deaf teachers – not equally motivated, skilled. – not equally motivated, skilled.

Some Deaf teachers will be less aware of importance of class, ethnicity etc issues. Also may Some Deaf teachers will be less aware of importance of class, ethnicity etc issues. Also may complacently rest on traditional ideas of Deaf culture, D/d assertions etc unless Deafhood dimensions complacently rest on traditional ideas of Deaf culture, D/d assertions etc unless Deafhood dimensions are taught and studied.are taught and studied.

Recognise that ex-mainstreamed Deaf teachers have limited understanding of Deaf cultures.Recognise that ex-mainstreamed Deaf teachers have limited understanding of Deaf cultures.

Minimal research exists about how best to teach English – Deaf pedagogies need time to develop Minimal research exists about how best to teach English – Deaf pedagogies need time to develop these.these.

Relationships with hearing teachers and educational systems require attention, plus Deafhood Relationships with hearing teachers and educational systems require attention, plus Deafhood awareness training for both Deaf and hearing.awareness training for both Deaf and hearing.

Such training underlies development of Such training underlies development of “Deafhood Pedagogies”. “Deafhood Pedagogies”.

Further research on Deaf pedagogical equivalents for college teachers/youth workers/counselling and Further research on Deaf pedagogical equivalents for college teachers/youth workers/counselling and mental health/SL teaching etc is necessary and would be very enlightening.mental health/SL teaching etc is necessary and would be very enlightening.


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31. ‘Global Deafhood’ 31. ‘Global Deafhood’ and Deafhood and Deafhood PedagogiesPedagogies

Perhaps the most exciting aspects of the research are :Perhaps the most exciting aspects of the research are :

The findings are remarkably similar to those found in the existing The findings are remarkably similar to those found in the existing research - very little conflicting data.research - very little conflicting data.

Potentially the most exciting finding – that Deaf educators in different Potentially the most exciting finding – that Deaf educators in different countries use similar strategies countries use similar strategies without having any contact with without having any contact with each other ! each other !

Although we must be very careful about generalising, there does seem Although we must be very careful about generalising, there does seem to exist some degree of ‘global Deafhood’.to exist some degree of ‘global Deafhood’.

What might be the significance of this, not only for Deaf Studies, but What might be the significance of this, not only for Deaf Studies, but for the world – and thus for eugenics ?? for the world – and thus for eugenics ??


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Seeing Through New Eyes –

Deaf Pedagogies and the Unrecognised Curriculum

Paddy Ladd (Forthcoming, god willing !)© 2013 Dr. Paddy

Ladd

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32. Thank you for watching ! 32. Thank you for watching ! Email feedback,Email feedback,

enquiries toenquiries to

[email protected] [email protected]


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