Allyship and the Deaf Community

Allyship

• Principles of social justice as applied to allyship: understanding unequal power, privilege and marginalization
• Characteristics of oppressed and oppressor groups
• Understanding one’s own positionality and intersectionality (self-reflection)
• Unpacking hearing privilege and bias
• Competencies of an effective ally

Professional roles in/alongside the Deaf community

• Deaf-allied professionals (e.g., educators, social workers, mental health workers, intervenors)
• Deaf-hearing partnerships and collaboration (e.g., health professionals, service industry personnel, governments)
• Differences between allyship and advocacy

Role of the sign language interpreter

• Evolution of the interpreter’s role in North America from helper to conduit to ally
• Sign language interpreters as allies
• Settings and systems where sign language interpreters work
• Competencies of an effective interpreter

Relationship between ASL and English

• VGC (Visual Gestural Communication) and In-group signs
• Contact Sign varieties  – blending ASL and English
• Signed English – SEE and other manual codes for English
• Majority-minority language use and power

The following major concepts guide the design and delivery of this course:

1.         The Deaf community comprises a vibrant linguistic and cultural minority whose members are connected to each other through shared values, norms, art, traditions and especially the primacy of using a signed language.

2.         A pathological view of Deaf people as disabled and in need of repair has been prevalent in our society, perpetuating attitudinal and systemic barriers to access to opportunities for education, employment, autonomy and inclusion.

3.         Non-Deaf people desiring to be allies to the Deaf community require an understanding of the impact of unequal power and privilege, of marginalization, and of systemic oppression, on both historical and current societal trends.

4.         Non-Deaf allies should undertake serious self-reflection and examine their own positionality, attitudes, knowledge, competencies and approach, within a complex social/cultural/political/linguistic context.

5.         Interpreters can be key allies, as can educators, early intervention workers, family members, social workers, mental health and health care practitioners, employers, co-workers, intervenors, public service providers, law enforcement personnel, creative professionals, etc. All allies benefit themselves and others by being conscientious and reflective life-long learners.