Positionality in the Deaf Community
Positionality as a professional sign language interpreter:
- One’s own experiences of privilege and oppression and connection to social systems (family, education, health care, employment, justice, etc)
- How professional power and privilege interact with personal privilege and personal intersectional experiences of oppression
- Possibility and implications of using one’s position of power to reinforce the status quo
- Examination of one’s own positionality in a variety of professional and community settings
Impacts of oppression on Deaf-hearing interactions and the role of the interpreter:
- Power held by professional interpreters in systems
- Current practices in sign language interpreting as part of an evolution of historical perspectives
- Oppressive treatment by interpreters as experienced by persons who are D/deaf, hard of hearing, Deafblind
- Critical race theory and its application to interpreting
- Language deprivation and its relevance to interpreting
- Envisioning interpreters as agents of change toward social, economic and racial justice
- The interpreter as ally or accomplice or other
Human service systems that impact the lives of Deaf, hard of hearing, Deafblind people:
- Component parts of the service systems and their interactive dynamics within our local and national community context
- Advocacy organizations and movements influencing the Deaf community and interpreters
- Living in an unjust society and working within unjust systems
- Inequity as systemic and self-sustaining
- Impact of social policies on social justice, considering decolonization, Truth & Reconciliation, anti-racism, gender diversity, intersectional Deaf experiences
- small group work
- guest speakers
- course readings/video
Assessment will be in accordance with the Douglas College Evaluation Policy. Evaluation will be based on a combination of individual and group work, and at the instructor’s discretion may include presentations, written assignments, papers, quizzes and/or exams.
A typical distribution of graded assignments follows:
- Community Research Project, Summary 15%
- Community Research Project, Presentation 15%
- Essays: 2x15%
- Quizzes totalling 30%
- Attendance and Participation 10%
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
- Demonstrate critical thinking in written and oral forms
- Describe various positions, different from one’s own, on a given issue
- Examine the impact of intersectionality and positionality in personal interactions
- Identify historical trends of systemic inequities and their impact on the role of the interpreter
- Describe the human service systems impacting the lives of Deaf community members
- Identify key organizations within the Deaf community, local and national
- Apply a critical social justice perspective to the dynamics between interpreters and the Deaf community
- Describe current inequity issues of concern to the interpreting community of practice
- Recognize one’s own power, privilege, and potential for bias
- Outline a personal plan for ongoing growth and development as a socially conscious interpreter
A list of required and optional textbooks and materials is provided for students at the beginning of each semester.
No prerequisite courses.
No corequisite courses.
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.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for INTR 2110|
|Athabasca University (AU)||DOUG INTR 2110 (2.5) & DOUG INTR 2210 (2.5) = AU PHIL 333 (3)|
|Coast Mountain College (CMTN)||No credit|
|College of New Caledonia (CNC)||CNC CASS 189 (3)|
|College of the Rockies (COTR)||No credit|
|Kwantlen Polytechnic University (KPU)||No credit|
|Simon Fraser University (SFU)||No credit|
|University Canada West (UCW)||UCW SJCJ 2XX (3)|
|University of Victoria (UVIC)||No credit|