The Deaf community as a linguistic and cultural minority
- Shared values, norms, traditions
- Community goals and advocacy
- Creative arts and literature
Perspectives on being Deaf
- Deafhood as cultural identity
- Pathways, shared and individual journeys to Deafhood
- Medicalized/pathological perspectives – Deafhood as disability
Social structures within the Deaf community in Canada
- Informal group, family, social connections and activities
- Formal organizations (e.g., sport, advocacy, education)
- Local, regional, national and international structures and associations
Diversity within the Deaf community
- Intersectional identities (e.g., race, religion, sexual orientation, gender identities)
- Identities within Deafhood (Hard of hearing; Deafblind, late-deafened)
- Other social factors (family, class, education, employment)
- Principles of visual-gestural languages (contrasted with spoken-auditory languages)
- Overview of grammar, syntactical structures, pragmatic norms and literary forms of visual-gestural languages
- ASL, LSQ and ISL use in Canada
The following major concepts guide the design and delivery of this course:
1. The Deaf community comprises a vibrant linguistic and cultural minority whose members are connected to each other through shared values, norms, art, traditions and especially the primacy of using a signed language.
2. The creativity and strength of the Deaf community contribute positively to the larger human society; Deaf lives exemplify unique and enriching ways of seeing and being in the world. The Deaf community has its own informal structures and formal organizations in areas such as advocacy, sport, art and culture; these exist on local, regional, national and international levels.
3. A pathological view of Deaf people as disabled and in need of repair has been prevalent in our society, perpetuating attitudinal and systemic barriers to access to opportunities for education, employment, autonomy and inclusion.
4. There is diversity within the Deaf community; members have various intersecting personal/social/group identities (race, religion, sexual orientation, gender identity, etc) and they have varied life experiences of family, upbringing, education, employment, and all aspects of participation in society.
5. Members of the Deaf community share much in common but also differ in key ways that impact their particular ways of living, communicating, interacting and using language; some identify as hard of hearing, Deafblind, late-deafened, or other.
6. ASL (American Sign Language), LSQ (la langue des signes québécoises) and ISL (Indigenous Sign Languages) are rich, visual-gestural languages used by Deaf people in Canada. Signed languages are distinctly different from spoken languages; they have their own syntax, vocabulary, grammatical structures, pragmatic norms and literary forms.
- small group work
- guest speakers
- course readings/video
Evaluation will be based on a combination of individual and group work, and at the instructor’s discretion may include presentations and written assignments, papers, quizzes and exams. A sample distribution of graded assignments follows:
• Field research group project – interview of community members
o Written summary 15%
o Presentation 15%
• Essays 2 x 15%
• Quizzes 30%
• Attendance and participation 10%
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
• Define the key elements of Deaf culture: language, values, norms, traditions;
• Recognize the significance of the use of signed languages among the Deaf population;
• Describe key features of the everyday lives, successes and challenges of members of the Deaf community;
• Describe the parameters, commonalities and differences within the realm of Deafhood;
• Examine the diverse and intersecting personal and group identities within the Deaf community;
• Define audism and recognize its systemic effects on Deaf people’s access and inclusion;
• Describe the diversity and language use among people who identify as Deafblind;
• Identify local, national and international Deaf organizations and their mandates for advocacy, sports, art and culture;
• Identify the key structural differences between visual-gestural languages and spoken-auditory languages.
Coursepack purchase required; check with Douglas College bookstore.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|