Meeting Global Deaf Peers, Visiting Ideal Deaf Places ... - NCRTM

DEAF WAYS OF EDUCATION LEADING TO EMPOWERMENT
looked like a “dream world” in their
eyes. If they had stayed longer, they
would have noticed that the dream
worlds are not perfect and have their
own struggles; yet these “imperfect”
barrier-free environments are still empowering
for those starting from the
Belgian deaf experience.
Filip also stressed this experience
when talking about his visit to Gallaudet
University (translated interview,
2005): “Then there was the study trip
to Gallaudet: See, see!” Seeing this
barrier-free environment, and comparing
it with the lived experience of barriers
in Flanders, was empowering.
Deaf people “learn the full meaning of
access and apply that awareness to
their future lives in the wider society”
(Jankowski, 1995, p. 1, as cited in
Jankowski, 1997, p. 158). Although
empowerment through rhetoric has
been studied for deaf people and people
with disabilities (Charlton, 1998;
Jankowski, 1997), this theme of deaf
empowerment through the connection
of the coming into contact with
deaf cultural rhetoric and comparison
of deaf dream worlds with barrier environments,
as it appears in the life
stories of Flemish deaf leaders, has not
been examined yet. In the present article,
I argue for further research on this
topic.
“The Insurrection of [Deaf]
Subjugated Knowledge”
The new empowering rhetoric that
Flemish deaf people carry with them
can be connected to their previous
resistance against standard views
and oppression and their subjugated
knowledge of the deaf way of life. This
is illustrated by the educational experiences
of deaf people in deaf schools.
Crucial for deaf people in connecting
in global encounters is the discussion
in their own language, sign language,
and a shared experience of being deaf
in a world that is hearing (Murray, in
12
press). Vincent Ameloot (translated
interview, 2004), a Flemish deaf leader,
described his experiences when visiting
Denmark in 1992:
Before, I had a lot of international
contacts. International sign language?
No problem. I was very strong in
sports, but deaf aware? Nothing. Inside,
I had a lot of questions. I asked
and asked, but I didn’t get answers,
nothing. I thought, “It will always be
the same: Deaf, that will always be a
problem, that will always be.”
Then I went to Denmark, and
there was a lecture by Asger Bergmann.
I thought about myself, how I
was as a person, and I connected
that with Asger Bergmann. My eyes
opened. He talked for 4 or 5 hours,
about many different topics. I watched
and I was surprised: Deaf people can
do that, that, that! And a lot more
information, deep, deep, deep. I
thought: “My brother, my sisters, can
go to university, and so can he: That
is possible there through an interpreter!”
Deep, deep, deep about
deaf culture, education, sign language
courses for kids and adults.
And a lot more. I threw my problems
away, and I took a new identity!
Then there was another lecturer,
Knut Sondergaard. He also lectured
for 2, 3 hours. Oh, my mind went
open, but then I was so tired that I
could hardly keep my eyes open.
Now I was tired. So that went on. But
when it was done, they all said, “Oh,
good, good!” But I was quiet, calm. I
went to bed. I got up, and suddenly I
was strong. A bomb had exploded!
That, that. . . .
I would like to change those
things when I am back in Belgium!
Things have to be the same as in
Denmark: strong! More and more,
my deaf awareness grew. I was already
25 when I started to become
more aware. I had gone abroad, and I
felt, “We have to do that and that and
that!” But the other deaf had stayed
in Belgium, oh, oh. “You all have to
go!” [Talking to me, Goedele de
Clerck:] Just like you have been to
Gallaudet. Then they would grow
too! They noticed that was strong. I
had exploded; they, not yet.
The term empowerment has been
interpreted in many ways and has become
popular (at least in the United
States), yet it is not always clear how
the term is used (Chamberlin, 1997).
Most writers stress the “process of
helping people gaining control over
their own lives” (Pease, 2002, p. 29).
Adams (1995, p. 5, as cited in Pease,
2002, p. 29) defines empowerment as
“the means by which individuals,
groups, and/or communities become
able to take control of their circumstances
and achieve their goals.” Deaf
people become more empowered
when they have more opportunities
to make choices (Fosshaug, 2004).
Jankowski (1997) stresses the agency
of oppressed groups. She defines empowerment
as “a process through
which a marginalized group alters the
distribution of power between itself
and the dominant culture” (p. 6).
Chamberlin (1997), in her research
toward “a working definition for empowerment”
(p. 43), found that empowerment
has both an individual
and a group dimension: “Empowerment
does not occur to the individual
alone, but has to do with experiencing
a sense of connectedness with other
people” (p. 45; see also Van Hove &
Roets, 2000).
Key factors in empowerment are
“access to information, ability to
make choices, assertiveness, and selfesteem”
(Chamberlin, 1997, p. 43).
Fosshaug (2004) observes that “empowerment
on the social level increases
when deaf people have the
possibility of political influence in the
VOLUME 152, NO. 1, 2007 AMERICAN ANNALS OF THE DEAF