In her autobiography Seeds of Disquiet, Cheryl Heppner writes of experiencing severe hearing loss twice. Spinal meningitis caused a profound loss of hearing when she was six, and for the next 18 years she worked hard to live the life of a “normal” hearing person. Through exhaustive work in speech therapy and speechreading, she excelled in school and college, performing Herculean feats without the assistance of trained interpreters or notetakers.
Then, when she was 25, two strokes left her completely deaf. For the next 20 years she worked to recreate her life through sign language and the Deaf community. The process stunned her by revealing how much she had missed before. Initially embittered, Cheryl Heppner later went on to use her astonishing energy as an advocate for deaf and hard of hearing people.
Seeds of Disquiet celebrates her accomplishments, the most significant of which, perhaps, was her reconciliation with her loved ones from her former life with her new outlook.
Upon the death of his father Morris at age 82, Lennard Davis found among his effects a trove of letters, kept in careful chronological order, that dated from 1936. The letters ended in 1938, when Eva Weintrobe came to America to marry Morris, and they provide the core of Shall I Say A Kiss?, their courtship by correspondence. In his framing comments, Davis speculates that his parents met perhaps four or five times before they wed, a fact that heightens the importance of these letters to their fate. Davis illustrates vast contrasts between Morris and Eva, both to each other (Morris was 38; Eva was 26), and to themselves in later life as witnessed by their son. Where Davis saw his father brimming with confidence and a sense of superior intellect while his mother acted as the reserved, dutiful wife, he was startled to learn through their letters that she could be the shrewd questioning correspondent even as his father wrote as an unsure, imploring suitor.
Shall I Say A Kiss? opens a window into the lives of two working-class, Jewish, British, Deaf people in the 1930s. This striking book reveals a consistent, journal-like account of the “lived” experience of Deaf people during the tumultuous times just prior to World War II. Because the correspondence is mainly composed of Eva’s letters, the focus sharpens even further as a record of the life and opinions of a young, working-class, Deaf woman about to embark upon marriage and life in a new country. The challenges she faced, including de facto racial barriers for both deaf and Jewish immigrants, and the prospect of uniting with a man she knew mostly through his letters alone, make for a compelling and emotional trip through her life. Shall I Say A Kiss? serves as a singular social document and also as an engaging and often moving narrative that will win audiences among academics and romantics alike.
The only child of deaf Puerto Rican immigrants, Andrés Torres grew up in New York City in a large, extended family that included several deaf aunts and uncles. In Signing in Puerto Rican: A Hearing Son and His Deaf Family, he opens a window into the little known culture of Deaf Latinos chasing the immigrant American dream. Like many children of deaf adults (codas), Torres loved his parents deeply but also longed to be free from being their interpreter to the hearing world. Torres’s story is unique in that his family communicated in three languages. The gatherings of his family reverberated with “deaf talk,” in sign, Spanish, and English. What might have struck outsiders as a strange chaos of gestures and mixed spoken languages was just normal for his family.
Torres describes his early life as one of conflicting influences in his search for identity. His parents’ deep involvement in the Puerto Rican Society for the Catholic Deaf led him to study for the priesthood. He later left the seminary as his own ambitions took hold. Torres became very active in the Puerto Rico independence party against the backdrop of the Civil Rights movement and protest against the Vietnam War. Throughout these defining events, Torres’s journey never took him too far from his Deaf Puerto Rican family roots and the passion of arms, hands, and fingers filling the air with simultaneous translation and understanding.
Cochlear implants, mainstreaming, genetic engineering, and other ethical dilemmas confronting deaf people mandated a new, wide-ranging examination of these issues, fulfilled by Signs and Voices: Deaf Culture, Identity, Language, and Arts. This collection, carefully chosen from the 2004 Signs and Voices Conference, the Presidential Forum on American Sign Language at the Modern Language Association Convention, and other sources, addresses all of the factors now changing the cultural landscape for deaf people. To ensure quality and breadth of knowledge, editors Kristin A. Lingren, Doreen DeLuca, and Donna Jo Napoli selected the work of renowned scholars and performers Shannon Allen, H-Dirksen L. Bauman, Adrian Blue, Brenda Jo Brueggemann, Teresa Blankmeyer Burke, Peter Cook, David P. Corina, Michael Davidson, Kristen Harmon, Tom Humphries, Sotaro Kita, Heather Knapp, Robert G. Lee, Irene W. Leigh, Kenny Lerner, Carole Neidle, Peter Novak, AslI Özyürek, David M. Perlmutter, Anne Senghas, and Ronnie Wilbur.
Signs and Voices is divided into three sections—Culture and Identity, Language and Literacy, and American Sign Language in the Arts—each of which focuses on a particular set of theoretical and practical concerns. Also, the included DVD presents many of the performances from the Arts section. Taken together, these essays and DVD point to new directions in a broad range of fields, including cognitive science, deaf studies, disability studies, education, linguistics, literary criticism, philosophy, and psychology. This extraordinary showcase of innovative and rigorous cross-disciplinary study will prove invaluable to everyone interested in the current state of the Deaf community.
Thomas P. Horejes’s new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education. He conveys this information through discourses about his own experiences being deaf and through his research in which he “stresses the contingency of the social” in educational institutions.
In Social Constructions of Deafness: Examining Deaf Languacultures in Education, Horejes contends that schools as social institutions play powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children. He subscribes to Michael Agar’s concept of “languaculture,” defined as the inextricable relationship between language and culture in which a specific language will shape and influence culture. His approach employs other anthropological terminology as he connects his personal experience as a deaf student (emic) to academic research on deafness (etic) to bring understanding to the multidimensional aspects of his own negotiated identities.
Horejes extends his inquiry through his analysis of two kindergarten classes for deaf students, one orally oriented and the other conducted using sing language. His findings are sobering evidence of the myriad challenges educators face in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in schools and other social institutions.
New edition available: Sounds Like Home: Growing Up Black and Deaf in the South, 20th Anniversary Edition, ISBN 978-1-944838-58-4
Features a new introduction by scholars Joseph Hill and Carolyn McCaskill
Mary Herring Wright’s memoir adds an important dimension to the current literature in that it is a story by and about an African American deaf child. The author recounts her experiences growing up as a deaf person in Iron Mine, North Carolina, from the 1920s through the 1940s. Her story is unique and historically significant because it provides valuable descriptive information about the faculty and staff of the North Carolina school for Black deaf and blind students from the perspective of a student as well as a student teacher. In addition, this engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Blacks such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. It also describes the physical facilities as well as the changes in those facilities over the years. In addition, Sounds Like Home occurs over a period of time that covers two major events in American history, the Depression and World War II.
Wright’s account is one of enduring faith, perseverance, and optimism. Her keen observations will serve as a source of inspiration for others who are challenged in their own ways by life’s obstacles.
In nineteenth-century Spain, the education of deaf students took shape through various contradictory philosophies and practices. Susan Plann depicts this ambivalence by profiling a select group of teachers and students in her detailed history The Spanish National Deaf School: Portraits from the Nineteenth Century.
Plann’s subjects reveal the political, financial, and identity issues that dominated the operation of the National School for Deaf-Mutes and the Blind in Madrid from 1805 to1899. Roberto Francisco Prádez y Gautier, the first deaf teacher in Spain, taught art from 1805–36; he also was the last deaf teacher for the next 50 years. Juan Manuel Ballesteros, the hearing director from 1835 to1868, enacted an “ableist” policy that barred deaf professors. At the same time, another hearing teacher, Francisco Fernández Villabrille, wrote the first Spanish Sign Language dictionary. In the 1870s, two deaf students, Manuel Tinoco and Patricio García, resisted the physical abuse they received and set the stage for the growth of a Deaf identity that opposed the deprecating medical model of deafness. Marcelina Ruiz Ricote y Fernández a hearing female teacher who taught from 1869 to 1897, combated the school’s sexist polices. The Spanish National Deaf School concludes with Martín de Martín y Ruiz, the most famous deaf-blind student from the Madrid school. Through these portraits, Plann has brought life to the major issues that defined education in nineteenth-century Spain, themes that have influenced the status of deaf Spaniards today.
In this intriguing book, renowned sociolinguistics experts explore the importance of discourse analysis, a process that examines patterns of language to understand how users build cooperative understanding in dialogues. It presents discourse analyses of sign languages native to Bali, Italy, England, and the United States.
Studies of internal context review the use of space in ASL to discuss space, how space in BSL is used to “package” complex narrative tasks, how signers choose linguistic tools to structure storytelling, and how affect, emphasis, and comment are added in text telephone conversations. Inquiries into external contexts observe the integration of deaf people and sign language into language communities in Bali, and the language mixing that occurs between deaf parents and their hearing children.
Both external and internal contexts are viewed together, first in an examination of applying internal ASL text styles to teaching written English to Deaf students and then in a consideration of the language choices of interpreters who must shift footing to manage the “interpreter’s paradox.” Storytelling and Conversation casts new light on discourse analysis, which will make it a welcome addition to the sociolinguistics canon.
In 1999, many of today’s notable researchers assembled at a special conference in honor of William C. Stokoe to explore the remarkable research that grew out of his original insights on American Sign Language. The Study of Signed Languages presents the fascinating findings from that conference.
Part 1, Historical Perspectives, begins with a description of the decline of sign language studies in the 1800s. Past research on signed languages and its relationship to language origins theory follows, along with a consideration of modality and conflicting agendas for its study.
In Part 2, Language Origins, the first entry intrigues with the possibility that sign language could answer conundrums posed by Noam Chomsky’s linguistic theories. The next essay considers how to build a better language model by citing continuity, ethology, and Stokoe’s work as key elements. Stokoe’s own research on the gestural theory of language origins is examined in the section’s closing chapter.
Part 3, Diverse Populations, delineates the impact of sign language research on black deaf communities in America, on deaf education, on research into variation in sign language, and even on sign communication and the motor functioning of autistic children and others. In its wide-ranging, brilliant scholarship, The Study of Signed Languages serves as a fitting tribute to William C. Stokoe and his work.
With the rate of cochlear implantation reaching 80% to 90% of all deaf children, some as young as five months old, Surgical Consent: Bioethics and Cochlear Implantation arrives at a critical juncture. This comprehensive collection features essays by Priscilla Alderson, Inger Lise Skog Hansen, Hilde Haualand, volume editor Linda Komesaroff, Paddy Ladd, Harlan Lane, Karen Lloyd, Eithne Mills, Paal Richard Peterson, Gunilla Preisler, Kristina Svartholm, and Michael Uniacke. These worldwide renowned ethicists, educators, and Deaf leaders express their diverse perspectives on the bioethics of childhood cochlear implantation according to their discipline and a number of themes of inquiry: human rights, medical and social ethics, psychology, education, globalization, identity, life pathways, democracy, media, law, and biotechnology.
Drawing on current research, this volume presents the varying reactions around the globe to the high rate of implantation. These views contrast sharply with the medical perspective of deafness overwhelmingly promoted through the media and by the cochlear implantation industry. At the same time, the contributors aim to disrupt the binaries that have long dominated the field of deafness — speech versus sign, instruction through speech and sign systems versus bilingual education, and medical intervention versus cultural membership in the Deaf community.
Surgical Consent begins and ends with the voices of Deaf people. Their articulate and, at times, raw insights clearly delineate the issues of power, positioning, and minority-majority group relations that are inherent in the dominant hearing culture’s understanding of diversity and globalization.
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