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ASL 305 > Lecture 15 - Audism > Flashcards

Lecture 15 - Audism Flashcards

1
Q

You must have ____ _______ to understand audism

A

deaf people

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2
Q

evidence of audism

A
  • Product of history
    • Divisions in Deaf community
    • Mental Health statistics
    • Do not have 100% access to: services, education, and technology
  • Documentary evidence:
    • ASL literature
    • ASL poetry
    • De’VIA
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3
Q

De’VIA audism

A
  • Nancy Rourke: focuses on the ear and the lips, doesn’t show much of the face; talks about how we are identified by our ears and our inability to hear and speak.
  • Jotanta Liptak: is the hearing device audistic? It’s the power attitude behind the hearing aid that is audistic, not the device itself.
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4
Q

Dr. Dirksen Bauman on audism:

A

“… the long-range goal is to diminish audist beliefs and practices. To do that, we must gain a deeper understanding of the dynamics of audism. To begin, we must be able to identify it”

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5
Q

audism definition

A
  • audire: to hear

- ism: a system of practice, behavior, belief, or attitude

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6
Q

Tom Humphries’s definition of audism

A

The notion that one is superior based on one’s ability to hear or behave in the manner of one who hears.

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7
Q

1) Audism is in people who

A

continually judge deaf people’s intelligence and success on the basis of their ability in the language of hearing culture.

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8
Q

2) audism appears when

A

the assumption is made that the deaf person’s happiness depends on acquiring fluency in the language of the hearing culture.

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9
Q

3) audism appears when deaf people

A

actively participate in the oppression of other deaf people by demanding of them the same set of standards, behavior, and values that they demand of hearing people.

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10
Q

Audist establishment

A

the corporate institution for dealing with deaf people
– dealing with them by making statements about them, authorizing views of them, describing them, teaching about them, governing where they go to school, and in some cases, where they live; in short, audism is the hearing way of dominating, restructuring, and exercising authority over the deaf community…

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11
Q

Traits used to refer to Deaf people in professional literature:

A
  • Social: asocial, childlike, weak conscience, dependent, disobedient, irresponsible, isolated, morally undeveloped
  • Cognitive: concrete, egocentric, poor conceptual thinking, unintelligent, no language, poor language, naïve, poor self-awareness
  • Behavioral: aggressive, immature, lacking initiative, impulsive, possessive, stubborn, few interests, undeveloped personality
  • Emotional: depressive, explosive, emotionally disturbed, irritable, paranoid, neurotic, lack empathy, psychotic reactions
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12
Q

Audist specialists:

A

… it includes such professional people as administrators of schools for the deaf children and of training programs for deaf adults, interpreters, and some audiologists, speech therapists, otologists, psychologists, psychiatrists, librarian, researchers, social workers, and hearing aid specialists.

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13
Q

Audism is like

A

sexism and racism: an attitude based on pathological thinking which results in negative stigma toward anyone who does not hear, like racism or sexism, audism judges, labels, and limits individuals on the basis on whether a person hears and speaks.

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14
Q

Phonocentrism

A
  • Term from: Jacques Derrida
  • Not necessarily ableism but favoring or more emphasis on hearing over other senses
  • Hearing still have privileges even if: they have many intersections of membership of minority groups.
  • Dr. Bauman: compared it with audism. Similarities and differences like with ableism.
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15
Q

Bahan and Bauman (2000)’s definition:

A

a metaphysical orientation that links human identity with speech.

  • Logic:
    1. speech = language
    2. language = human (to differ from animals)
    3. Therefore: to be human, you have to speak.
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16
Q

Three definitions simplified: Audism

A

1) Individual, physical: the notion that one is superior based on one’s ability to hear or behave in the manner of one who hears.
2) Institutional, system: a system of advantage based on hearing ability.
3) Internalization: a metaphysical orientation that links human identity with speech.

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17
Q

adding audism to dictionary

A
  • Fourth definition: proposed 4th definition adapted from other words with isms in the same dictionary
  • Only in two dictionaries: Merriam Webster and American Heritage (online). Urban Dictionary (online)
  • “Audism” on Wikipedia: apparently typed in by Deaf in Wikipedia.
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18
Q

Behaviors that show audism

A

1) jumping in to help a deaf person communicate
2) asking a Deaf person to read your lips or write when s/he has indicated this isn’t preferred
3) making phone calls for a deaf person since they “can’t”
4) refusing to call an interpreter when one is requested
5) assuming that those with better speech/English skills are superior
6) Asking a Deaf person to “tone down” their facial expressions because they are making others uncomfortable.
7) Refusing to explain to a Deaf person why everyone around him is laughing -
8) developing a significant amount of instructional time for a Deaf child to lip-reading and speech therapy rather than educational subjects.

19
Q

Audism in Deaf education

A
  • Hearing faculty: talking to each other without signing in front of children
  • Correct English but not ASL
  • No ASL assessment needed for teachers for the deaf or even deaf students.
20
Q

Simultaneous Communication (SimCom). [audism ex]

A
  • English > ASL = Linguicism
  • Linguicism is one form of Audism
  • Hearing > Deaf = Audism
  • Therefore SimCom = Audism
21
Q

Asking hearing people for: English correction advice like they ask Deaf people for advice with ASL (audism ex)

A
  • Power issues

- hearing privileges

22
Q

With hearing technologies audism examples

A

1) Giving (forcing?): deaf children to receive Cochlear Implants
2) Removing Cochlear Implants = Deafism?
3) Opposed to CI = Deafism?
4) Desire to: to hear better
5) CI signs: v-vent, U, or “C.I”

23
Q

Associating CI with Audism

A

cannot compare a technological device with philosophy or attitude. But many Deaf people associate CI with audism.

24
Q

Push for CI is involved with:

A

audism motives, money, politics, pathological mentality

  • Dilemma: child has no choice but they benefit best from CI at early age
  • Hearing professionals recommend: deaf children be taught in an oral environment exclusively
25
Q

Surdophobia

A
  • Fear toward: deaf people
  • Coined by: Garly van Gils
  • Parents of deaf children afraid of: meeting Deaf adults from the Deaf community
  • Because: parents are never taught ASL or encouraged to do so
  • But, ASL gives: access to Deaf world and wisdom for raising a deaf child in a hearing family.
26
Q

Audism myths

A
  • It’s hearing people’s problem
  • CI is an example of audism
  • Studying Audism: promotes Deaf Power and hatred toward hearing people
  • Audism is obvious
    1) Metaphysical audism
    2) Dyconscious audism
    3) Hearing privileges are invisible
27
Q

Institutional audism

A
  • linguicism -> intellectualism
  • hearing privileges -> hegemony
  • institutional audism -> surdophobia
  • paternalism -> specialism
28
Q

Linguicism

A
  • oppression based on use of a language
  • ASL Linguistic research in the 1960s
  • Ex: “Seeing Language in Sign” by: Jan Maher
  • Past Gallaudet teachers: never evaluated for sign skills until a short time ago. in the past, they would learn signs from students while teaching them.
  • Children praised for speech skills instead of ASL skills
29
Q

Effects on the Deaf people

A
  • education
  • employment
  • economy
  • deaf culture damage
  • psychological/mental health
30
Q

Lance’s mother’s story

A
  • hid her hands when she saw her father watching her, thought she had done something wrong.
  • Letter from her father: so he how to change his attitude to show her it was okay to use signs and started learning and using signs himself.
31
Q

Deaf experience in Deaf education?

A
  • John H. Keiser, 1905 Gallaudet graduate: it is a lamentable fact that, in matters relating to the deaf, their education and well-being, few if any take the trouble to get the opinion of the very people most concerned – the deaf themselves.
32
Q

The vicious cycle:

A

new parents -> medical professionals -> deaf experience: education and Deafhood -> confrontation with parents ->

33
Q

Dr. Gurtz’s definition of dysconcious audism:

A

a phenomenon that is defined as a form of audism that tacitly accepts dominant hearing norms and privileges. It is not the absent of consciousness but an impaired consciousness or distorted way of thinking about Deaf consciousness.

34
Q

1) DA dis-empowers Deaf people from: becoming liberated.

A
  • lack of full support for Deaf Studies programs.
  • lack of full support for ASL
  • acceptance of a cure for deafness
35
Q

2) DA disables Deaf people from: expressing Deaf cultural pride.

A
  • danger of offending hearing people
  • belief that heavy participation in the Deaf community is limiting
  • the value of Deaf Studies courses being questioned.
36
Q

3) DA intimidates Deaf people and: limits their promotion of the Deaf perspective.

A
  • fear of challenging hearing people’s authority.
  • denial of the impact of audism on the individual.
  • lack of full support for Deaf-centric curricula.
37
Q

4) DA hinders Deaf people from: attaining quality education.

A
  • support for communication methods favored by hearing people.
  • acceptance of English-based signing system
  • obsession with ideas of English mastery as a critical foundation for education.
38
Q

5) DA denies Deaf people: full acceptance of ASL.

A
  • belief in the paramount importance of English.
  • support of simultaneous communication.
  • tolerance for different choices of communication methods with Deaf individuals.
39
Q

6) DA weakens Deaf people in: development of their Deaf identity.

A
  • acceptance of the term, “hearing-impaired”
  • lack of resistance to the label, “disability”
  • avoidance of fighting back against audism.
40
Q

Role of Deaf Studies:

A

“any Deaf individual who does not support the incorporation of a Deaf Studies curriculum in Deaf educational setting may be labeled as a dysconscious audist because an act of opposing the Deaf Studies curriculum limits Deaf individuals from expanding the Deaf perspectives”

41
Q

Activism: How can we diminish audism?

A
  • Develop understanding by: analyzing, processing, and comparing Audism with other types of oppression.
  • Learn about: effects of Audism on the Deaf people.
  • Spread awareness to Deaf and hearing community and CHALLENGE the system
  • Dr. Gurtz: “From a greater awareness of dysconscious audism, an increasing power of Deaf discourse could result… The affirmation of the Deaf identity enables Deaf people to gain confidence in challenging the audist practices”
42
Q

Audism at UW

A
  • Audism exists: everywhere, like racism, sexism…
  • One of the last colleges to accept: ASL for admission or credit transfer: UW
  • Exposing audism may: come with some hostilities and backlashes. Take wise steps in confronting audism with education.
43
Q

Lance’s part in combating audism

A
  • teaching at UW
  • lectures outside of UW
  • Deafhood study group
  • Spread awareness in the Deaf and hearing communities
  • Interpreter training workshops
  • Support Deaf centered organizations and services
  • Continue growing in Deafhood

ASL 305 (10 decks)

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