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Innovations in Deaf Studies: The Role of Deaf Scholars

Authors:
Annelies Kusters at Heriot-Watt University
Annelies Kusters
Maartje De Meulder
Maartje De Meulder
Maartje De Meulder
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Dai O'Brien
Dai O'Brien
Dai O'Brien
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Abstract

What does it mean to engage in Deaf Studies and who gets to define the field? What would a truly deaf-led Deaf Studies research program look like? What are the research practices of deaf scholars in Deaf Studies, and how do they relate to deaf research participants and communities? What innovations do deaf scholars deem necessary in the field of Deaf Studies? In Innovation in Deaf Studies: The Role of Deaf Scholars, volume editors Annelies Kusters, Maartje De Meulder, and Dai O'Brien and their contributing authors tackle these questions and more. Spurred by a gradual increase in the number of Deaf Studies scholars who are deaf, and by new theoretical trends in Deaf Studies, this book creates an important space for contributions from deaf researchers, to see what happens when they enter into the conversation. Innovation in Deaf Studies expertly foregrounds deaf ontologies (defined as "deaf ways of being") and how the experience of being deaf is central not only to deaf research participants' own ontologies, but also to the positionality and framework of the study as a whole. Further, this book demonstrates that the research and methodology built around those ontologies offer suggestions for new ways for the discipline to meet the challenges of the present, which includes productive and ongoing collaboration with hearing researchers. Providing fascinating perspective and insight, Kusters, De Meulder, O'Brien, and their contributors all focus on the underdeveloped strands within Deaf Studies, particularly on areas around deaf people's communities, ideologies, literature, religion, language practices, and political aspirations.
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Series jacket design: Geronna Lewis-Lyte
Jacket art: iStock / Rawpixel
INNOVATIONS IN
DEAF STUDIES
The Role of Deaf Scholars
Edited by Annelies Kusters,
Maartje De Meulder, and Dai O’Brien
Kusters | De Meulder | O’Brien INNOVATIONS IN
DEAF STUDIES
What does it mean to engage in Deaf Studies
and who gets to defi ne the fi eld? What would
a truly deaf-led Deaf Studies research program
look like? What are the research practices
of deaf scholars in Deaf Studies, and how
do they relate to deaf research participants
and communities? What innovations do deaf
scholars deem necessary in the fi eld of Deaf
Studies? In Innovations in Deaf Studies: The
Role of Deaf Scholars, volume editors Annelies
Kusters, Maartje De Meulder, and Dai O’Brien
and their contributing authors tackle these
questions and more.
Spurred by a gradual increase in the number
of Deaf Studies scholars who are deaf, and by
new theoretical trends in Deaf Studies, this book
creates an important space for contributions
from deaf researchers, to see what happens
when they enter into conversation. Innovations
in Deaf Studies expertly foregrounds deaf
ontologies (defi ned as “deaf ways of being”)
and how the experience of being deaf is central
not only to deaf research participants’ own
ontologies, but also to the positionality and
framework of their studies as a whole. Further,
this book demonstrates that the research and
methodology built around those ontologies
offer suggestions for new ways for the discipline
to meet the challenges of the present, which
includes productive and ongoing collaboration
with hearing researchers.
Providing fascinating perspective and insight,
Kusters, De Meulder, O’Brien, and their
contributors all focus on the underdeveloped
strands within Deaf Studies, particularly on areas
around deaf people’s communities, ideologies,
literature, religion, language practices, and
political aspirations. This volume features a
foreword by Tom Humphries and Carol Padden,
and an afterword by Paddy Ladd.
ANNELIES KUSTERS has engaged in
ethnographic research on deaf lives and sign
languages since 2004. She got her PhD in Deaf
Studies at the University of Bristol. She currently
is Assistant Professor in Sign Language and
Intercultural Studies at Heriot-Watt University,
Edinburgh. From 2017 through 2022, she will
head the European Research Council-funded
MobileDeaf project, undertaken by a deaf
research group focusing on international
deafmobilities.
MAARTJE DE MEULDER is a
postdoctoral fellow at the University of Namur
in Belgium, studying the ethnolinguistic vitality
of sign language communities. She got her
PhD from the University of Jyväskylä in Finland,
and has been engaged in deaf political and
language activism for many years.
DAI O’BRIEN received his PhD from the
University of Bristol, and is currently working
in York St John University as a Lecturer in BSL
and Deaf Studies. He was recently the Principal
Investigator on an AHRC-funded research
project focused on the urban spaces and places
of deaf communities. His current research
interests are on community engagement in
research, creative and visual research methods,
and spatial theory.
ADVANCE PRAISE FOR
Innovations in Deaf Studies
“Finally, a scholarly volume about deaf people written and edited by deaf scholars! Kusters, De Meulder, and
O’Brien have successfully compiled what they call a ‘deaf space in print’ which, I believe, will signifi cantly
transform and advance the fi eld of Deaf Studies. The chapter authors represent a group of international deaf
scholars and leaders who offer contemporary insights and analyses of theoretical issues and trends in Deaf
Studies. This is a must read for students and scholars in cultural studies, Deaf Studies, deaf education, and sign
language studies.”
PETER C. HAUSER | Professor and Director, National Technical Institute for the Deaf Center
on Cognition and Language, Rochester Institute of Technology
“Researchers in the fi eld of deaf studies and other aligned fi elds will not be disappointed by this book, which
features contributions from leading deaf academics worldwide. This book will be a ‘must have’ in the academic
library for all deaf and hearing academics involved in any topic related to research with sign language users and
deaf communities.”
JEMINA NAPIER | Professor and Head of Languages and Intercultural Studies, Heriot-Watt University
“This is a thought-provoking book from deaf scholars around the world. Situating itself fi rmly within deaf
ontological and epistemological frameworks, this edited collection succeeds in treading challenging
interdisciplinary and intersectional pathways. I heartily recommend it to all engaged with research pertaining to
people and communities who sign… and to those who may come to ‘deaf’ from a different place. Let us feed
our curiosities and be open to the new.”
ALYS YOUNG | Professor of Social Work Education and Research, The University of Manchester
“This book, its authors, and its contents provide vitally important advances in our knowledge. The title
under-estimates the signifi cance of these contributions, as this book offers leadership, status and position for
Deaf Studies as an academic discipline. This is an excellent resource book and essential reading for both Deaf
and hearing researchers.”
JIM KYLE | Emeritus Professor, Deaf Studies, The University of Bristol, andSecretary, The Deaf Studies Trust
“Innovations in Deaf Studies models critical refl ection on deaf ways of being and deaf ways of knowing.
Conceptually and practically, its scholar-collaborators expand what Deaf Studies is and can be. It is a rare
and wonderful gift for a single anthology to contain so many refreshing interpretations, intersectional and
interdisciplinary methodologies, refl ections on scholarly accountability, and exciting new research areas.
A must-read for anyone interested in Deaf Studies.”
SUSAN BURCH | Associate Professor of American Studies, Middlebury College
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9780190612184_CVRmech.indd 1 13/03/17 3:04 PM

Supplementary resource (1)

deaf scholars book cover
Data
May 2017
Annelies Kusters · Maartje De Meulder · Dai O'Brien
... This study was carried out at two Harare secondary schools. The targeted schools accommodate the deaf. 2 Kusters et al. (2017) observe that many authors used 'deaf' for individuals and 'Deaf' for sociocultural entities like the 'Deaf community' and or established theoretical concepts, such as 'Deaf culture' (e.g. Haualand 2012). ...
... Following this, they argue that the convention 'deaf' does not mean 'oral/ medical', but rather biologically and corporally deaf. The d/ Deaf distinction creates or perpetuates a dichotomy between deaf and Deaf people (even when trying to be inclusive by writing 'd/Deaf'), and has caused practices and experiences of exclusion (Kusters et al. 2017). Furthermore, no satisfactory definition has been drawn between deaf and hard of hearing, other than a behavioural one, because hearing loss exists on a continuum and is influenced by many other external factors (Doyle and Dye 2002). ...
... In respecting the familiar adage in Zimbabwe of people with disabilities, 'nothing for us without us', we interviewed deaf students. According to Kusters et al. (2017), research must be endorsed by deaf/ sign communities before, during and after the research. To make sure that this research is an accurate representation of ZSL, the research should be 'for Deaf, and with Deaf people' (Harris et al. 2009: 116). ...
Critical language awareness in the education of students who are deaf in Zimbabwe
Article
  • Dec 2021
Grounded in critical applied linguistics and specifically in the domain of critical language awareness, this article investigates the challenges and limitations faced by students who are deaf in progressing to higher and tertiary education in Zimbabwe. An insight into these challenges is drawn from views and opinions obtained from observations of the teaching and learning processes of deaf students in secondary schools in Harare. Owing to the diversity of our research objectives, data collection was triangulated through documentary analysis of selected policies, observations and interviews to obtain information on challenges affecting students who are deaf. Data is presented and analysed using a descriptive approach. The analysis of data shows that deaf students face myriads of challenges that include a lack of bilingual education for the deaf, and a proper framework for inclusive education which consequently results in students failing their Ordinary Level examinations in key subjects like Mathematics and English. The researchers, therefore, recommend that the Ministry of Primary and Secondary Education improve the teaching and learning facilities in consideration of students who are deaf as well as effective implementation of an inclusive education policy in a bid to develop the quality of education for these students.
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... Conventionally marked by a capital 'D' to distinguish them from the larger number of people who experience their deafness and hearing loss but who do not sign. Deaf people do not perceive their deafness primarily as a biophysical inability to hear [10][11][12]. Instead, they view their use of language, such as BSL, as an integral aspect of their culture, which they regard as a source of gain, not loss [13]. ...
... The deficiency of strategic foresight is very evident here. Nevertheless, for cultural competence to function effectively, there needs to be recognition and understanding that Deaf signers are a cultural-lingual minority group [4,12]. Changing from Deaf awareness training to BSL awareness training would be an important indicator. ...
Cultural competence in NHS hearing aid clinics: a mixed-methods case study of services for Deaf British sign language users in the UK
Article
Full-text available
  • Dec 2023
  • BMC HEALTH SERV RES
Background This study identified and explored how National Health Service (NHS) hearing aid clinics address cultural competence concerning Deaf British Sign Language (BSL) users. This was approached by (i) investigating how organisational processes meet the needs of Deaf signers from a hospital and hearing aid clinic perspective, (ii) analysing policies and guidelines to investigate if they equip practitioners to meet the needs of Deaf signers and (iii) exploring with practitioners who work in hearing aid clinics about their experiences of working with Deaf signers. Methods This study utilised a mixed-methods multiple case study design, incorporating documentary analysis and semi-structured interviews. Interview analysis was conducted using Reflexive Thematic Analysis (RTA). The research encompassed two hearing aid clinics in separate hospitals, producing 19 documents and eight interviews (four at each site) with audiologists ensuring a representative mix of professional experience levels. Results Four themes emerged from the integrated analysis: (1) Understanding Deaf signers; (2) Communicating with Deaf signers; (3) Barriers and Facilitators and (4) Service improvement. A noticeable gap in understanding BSL as both a language and a cultural system was apparent across various policies, strategies, training programmes and staff expertise. Over-reliance on interpreters provided a false sense of accessibility and most participants felt tentative to engage directly with Deaf signers. Positive practices observed at Sites A and B encompassed accurate identification of patients as Deaf signers, improved interpreter availability, communication methods, enhanced training and the encouragement of professional self-awareness. Conclusion This is the first study that explores cultural competence of hearing aid clinics and its staff concerning Deaf signers in the UK. The results show both clinics require development to become an effective provider for culturally Deaf signers. Examples of how to design culturally competent practices have been provided to assist hearing aid clinics. The findings may be applicable to other underrepresented groups who are not typical users of conventional, acoustic hearing aids provided by the NHS.
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... Ferndale (2018), for example, noted the poor participation rates of deaf academics in higher education employment, which is compounded by a lack of job security and tenured positions as many of them are employed on a temporary or part-time basis. Kusters et al. (2017) argue that hearing people are more likely to be seen as the preferred candidate over deaf academics to work in sign language-related projects even if they are non-specialist and from outside the field. Researchers such as Baker-Shenk and Kyle (1990) and Ferndale (2018) argue that hearing researchers have been successful in securing research funding to work on deaf community projects, but are more inclined to recruit hearing researchers as research assistants or research associates. ...
... The author estimates that 98% of the total are hearing teachers, but this disparity is even more marked at school leadership and management levels. Researchers such as O'Brien and Emery (2014), Sutton-Spence and West (2011), and Kusters et al. (2017) report that while hearing dominance extends to the field of Deaf Studies, no attempt has been made to address this imbalance at higher education institutions. Thus, conferred dominance International Journal of DISABILITY AND SOCIAL JUSTICE 3.2 August 2023 is apparent in the numerical underrepresentation of deaf people and the vertical and horizontal segregation of deaf and hearing people. ...
Problematising the Problem: Exploring How Hearing Privilege Fosters Employment Inequality for Deaf People
Article
Full-text available
  • Aug 2023
Employment inequality is recognised as a problem for deaf people. What is rarely understood is that what often lies behind that inequality is less a 'deaf-centred' problem, but rather the issue of 'hearing privilege.' Hearing privilege refers to the unearned advantage granted to hearing people on the basis of their hearing identity in a society characterised by ableism. Despite a proliferation of research on the employment disadvantage experienced by deaf people, hearing people continue to dominate in leadership positions in deaf community voluntary organisations. By drawing upon scholarship from Privilege Studies and social justice education, this article ‘problematises the problem’ by discussing the importance of viewing deaf people’s experience of disadvantage through the prism of hearing privilege. The article offers insight into how privilege awareness workshops can be hugely influential in educating hearing people about their privilege and encouraging them to take responsibility for challenging their unearned advantage.
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... In my research with deaf women, I sought to foreground and value the voices of deaf women in relation to marginalised and overlooked experiences of deafness and sexuality. Exploring the intersection between sexuality, gender and deafness was strengthened by rooting the research in deaf epistemologies (Kusters et al, 2017) and feminist standpoint epistemology (Harding, 2004(Harding, [1993). Deaf feminist standpoint theory is important for two critical reasons. ...
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... . 116). Harris, Holmes, and Mertens state that this "does not necessarily exclude hearing researchers" while emphasizing the authority of deaf researchers in deaf-hearing researcher collaboration (2009, p. 116). Critical examinations of the role of deaf scholars along with deaf ontologies and epistemologies have also emerged in recent years (e.g., Kusters et. al 2017). ...
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... Hacia la intervención para personas sordas desde el Trabajo Social, una revisión de publicaciones INTERÉS PROFESIONAL a personas laicas que usan la lengua de señas y se apropian mediante la interacción con la comunidad sorda de los valores y cultura. Así mismo esta perspectiva incluye a los profesionales en Trabajo Social, quienes aportaron a los discursos de resistencia de la comunidad (Kusters, 2017). ...
Elaboración de estados de la cuestión utilizando el recurso de las bases de datos. hacia la intervención para personas sordas desde el trabajo social, una revisión de publicaciones
Article
  • Jan 2023
El debate actual sobre los protocolos de intervención para las personas sordas y la fusión de las líneas epistemológicas en la intervención de Trabajo Social, agrega complejidad a las discusiones relacionadas con el enfoque diferencial y la diversidad de las subjetividades sordas. En este trabajo se presentan los hallazgos en el estado de la cuestión y de manera general el análisis de las taxonomías discursivas de las perspectivas sobre la cultura sorda en clave de secuencia histórica. A partir de estos hallazgos se reflexiona sobre la manera de producir cono-cimiento desde la búsqueda en bases de datos y las posibles dificultades emergentes de esta tarea. Para concluir, el escrito llama la atención sobre la necesidad de generar más estudios que conecten las investigaciones recientes en torno a las subjetividades sordas desde lo empírico en conexión con producciones teóricas de circulación en bases de datos.
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The Pipeline of Sign Language Machine Translation
Chapter
  • Jul 2024
This chapter provides a comprehensive overview of the research conducted in the dynamic field of Sign Language Machine Translation (SLMT) over the years. We dissect the SLMT process into a three-component pipeline comprising: (i) sign language recognition, which involves extracting information from input videos containing signed utterances and processing it into a suitable format for any downstream task; (ii) machine translation, the task of converting automatically, through the use of a computer system, an input sequence in one language (the source) into another language (the target) while preserving its meaning; and (iii) sign language synthesis (SLS), which entails generating signed utterances in the target sign language. In addition to the technical aspects, this chapter emphasizes ethical considerations and offers some guidelines that we strongly believe researchers must adhere to when conducting research in the domain of SLMT. Ensuring ethical practices is of the utmost importance given the nature of this research, which closely involves deaf communities, their languages and their cultures. While discussing various contributions in fields related to SLMT, this chapter aims to provide a broad background to support a comprehensive high-level understanding of that work, without delving into intricate details. It also identifies the interconnections among these fields and highlights the corresponding challenges faced in advancing SLMT research.
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