Positionality in the Deaf Community
Curriculum guideline
Lecture: 1 hour per week
Seminar: 2 hours per week
- lecture/seminar
- small group work
- guest speakers
- course readings/video
Positionality as a professional sign language interpreter:
- One’s own experiences of privilege and oppression and connection to social systems (family, education, health care, employment, justice, etc)
- How professional power and privilege interact with personal privilege and personal intersectional experiences of oppression
- Possibility and implications of using one’s position of power to reinforce the status quo
- Examination of one’s own positionality in a variety of professional and community settings
Impacts of oppression on Deaf-hearing interactions and the role of the interpreter:
- Power held by professional interpreters in systems
- Current practices in sign language interpreting as part of an evolution of historical perspectives
- Oppressive treatment by interpreters as experienced by persons who are D/deaf, hard of hearing, Deafblind
- Critical race theory and its application to interpreting
- Language deprivation and its relevance to interpreting
- Envisioning interpreters as agents of change toward social, economic and racial justice
- The interpreter as ally or accomplice or other
Human service systems that impact the lives of Deaf, hard of hearing, Deafblind people:
- Component parts of the service systems and their interactive dynamics within our local and national community context
- Advocacy organizations and movements influencing the Deaf community and interpreters
- Living in an unjust society and working within unjust systems
- Inequity as systemic and self-sustaining
- Impact of social policies on social justice, considering decolonization, Truth & Reconciliation, anti-racism, gender diversity, intersectional Deaf experiences
Upon successful completion of this course, the student will be able to:
- Demonstrate critical thinking in written and oral forms
- Describe various positions, different from one’s own, on a given issue
- Examine the impact of intersectionality and positionality in personal interactions
- Identify historical trends of systemic inequities and their impact on the role of the interpreter
- Describe the human service systems impacting the lives of Deaf community members
- Identify key organizations within the Deaf community, local and national
- Apply a critical social justice perspective to the dynamics between interpreters and the Deaf community
- Describe current inequity issues of concern to the interpreting community of practice
- Recognize one’s own power, privilege, and potential for bias
- Outline a personal plan for ongoing growth and development as a socially conscious interpreter
Assessment will be in accordance with the Douglas College Evaluation Policy. Evaluation will be based on a combination of individual and group work, and at the instructor’s discretion may include presentations, written assignments, papers, quizzes and/or exams.
A typical distribution of graded assignments follows:
- Community Research Project, Summary 15%
- Community Research Project, Presentation 15%
- Essays: 2x15%
- Quizzes totalling 30%
- Attendance and Participation 10%
This is a letter graded course.
A list of required and optional textbooks and materials is provided for students at the beginning of each semester.