Foundations of Deaf Education · 3 min read
Deaf Culture and Community
Understanding Deaf culture is essential for educators working with deaf and hard of hearing students. The Deaf community has its own language, values, norms, and traditions that differ from the majority hearing culture.
Defining Deaf Culture
Deaf culture refers to the shared beliefs, values, customs, behaviors, and social patterns of the Deaf community. Members of the Deaf community typically share a common language (ASL in the United States), attend deaf schools or programs, participate in deaf organizations, and identify culturally as Deaf.
The distinction between deaf (lowercase) and Deaf (uppercase) is significant. The lowercase deaf refers to the audiological condition of not hearing. The uppercase Deaf refers to cultural identity and membership in the Deaf community. A person may be audiologically deaf but not identify as culturally Deaf, or a hearing person such as a child of deaf adults may identify strongly with Deaf culture.
Values and Norms of Deaf Culture
Deaf culture emphasizes visual communication and visual orientation to the world. In Deaf culture, attention-getting behaviors that might seem rude in hearing culture, such as tapping someone's shoulder, waving in their visual field, or stomping on the floor, are appropriate and expected.
Eye contact is particularly valued in Deaf culture. Looking away during a signed conversation is considered rude, as it is equivalent to covering one's ears during a spoken conversation. Maintaining eye contact demonstrates attention and respect.
Information sharing is highly valued in the Deaf community. Because deaf individuals have historically been excluded from incidental learning through overhearing conversations, explicit sharing of information is considered important and appropriate. What hearing people might consider personal questions or private information, deaf people often share freely.
Deaf culture values directness in communication. Whereas hearing culture may emphasize indirectness and reading between the lines, Deaf culture tends to favor clear, explicit communication. This directness is not considered rude but rather respectful and efficient.
Storytelling, including visual vernacular and ASL poetry, holds an important place in Deaf culture. Deaf storytelling incorporates visual elements unique to signed languages, including the use of space, classifier predicates, and visual imagery. Preserving and sharing stories is an important means of cultural transmission.
Deaf Community Organizations
Various organizations serve the Deaf community and advocate for deaf rights. The National Association of the Deaf, founded in 1880, is the oldest civil rights organization for deaf and hard of hearing Americans. The NAD advocates on issues including education, employment, technology access, and civil rights.
The World Federation of the Deaf is an international organization representing deaf people worldwide. The WFD advocates for deaf rights at the international level and has consultative status with the United Nations.
Sports organizations such as the Deaflympics (formerly World Games for the Deaf) and USA Deaf Sports Federation provide athletic opportunities for deaf individuals. These events bring together deaf athletes from around the world and serve as important cultural gatherings.
Social organizations and clubs provide opportunities for deaf individuals to gather, socialize, and maintain community connections. Deaf clubs, once central institutions in many cities, have declined with the advent of visual technology but remain important in some communities.
Implications for Educators
Educators of deaf and hard of hearing students must understand and respect Deaf culture. This includes recognizing the value of ASL, understanding cultural norms, and avoiding deficit-based views of deafness. Teachers should provide opportunities for deaf students to interact with deaf adults and deaf peers and to learn about Deaf history and culture.
Culturally responsive teaching for deaf students includes incorporating deaf perspectives, deaf authors, and deaf history into the curriculum. It means respecting students' linguistic and cultural identities and supporting the development of positive deaf identity.
Finished reading?
Lock it in with a quick Foundations of Deaf Education quiz.