Structural Violence: Deaf Education Box

Deaf blogger shares Deaf awareness about Deaf education in school.



Question: Why are our Deaf students across the nation underperforming in academics? We give them a wide array of 'communication options' - speech therapy, hearing-aids, cochlear implants, sim-com, cued speech, total communication, signed-exact-English/PSE interpreters, note-taking services - they don't need their American Sign Language with our "least restrictive environment."

Answer: "One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding."

― Paulo Freire, Pedagogy of the Oppressed.



Thought: We wanted to 'communicate' with our Deaf child in spoken English -- even if only slightly -- so we decided to forbid her use of sign language, even though it is the only natural, robust, and fully accessible language for a Deaf child.



Rebuttal: "Any situation in which some men prevent others from engaging in the process of inquiry is one of violence; ... to alienate humans from their own decision making is to change them into objects."

― Paulo Freire, Pedagogy of the Oppressed.



Question: What can I do? I'm just a teacher.

Answer: "The educator has the duty of not being neutral."

― Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change.



"Language For All" is a grassroots marketing campaign to help raise awareness and funds for the benefit of Texas School for the Deaf Foundation.



We, the people of Texas, are on the verge of failing a critical part of our community. State budget cuts are threatening access to language for Deaf children, and it is our shared responsibility to make sure they retain this fundamental right. Unite with the Texas School for the Deaf as we transform lives through our language and education services. Join us in our relentless crusade to fight for Language for All.



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