Deafness in Sub-Saharan Africa

Abstract

Deaf education in sub-Saharan Africa originated in the 19th century, primarily through efforts by hearing European missionaries who typically followed their homelands' oral-only practices. But education became available to only a fraction of the deaf population. In the 20th century, Andrew Foster, a deaf African American missionary and Gallaudet University's first African American graduate, had unparalleled impact on deaf education in the region, establishing 31 schools for the Deaf, training a generation of deaf leaders, and introducing his concept of Total Communication, which embraced both American and indigenous signs. Nigeria, Kenya, Uganda, and South Africa have provided leadership in deaf education, but throughout the region there is growing acceptance of sign language use in school, and secondary and postsecondary education for the Deaf is increasingly available. Some national constitutions safeguard the rights of citizens with disabilities and even recognize indigenous sign languages. International disability organizations, particularly the World Federation of the Deaf, have helped change attitudes and train leaders. Despite some grim present realities, prospects for continued progress are good.

Signs speak as loud as words: deaf empowerment in Namibia

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“…[95][96][97][98] Because of deeply entrenched attitudes, cultural beliefs, and historical perceptions of hearing loss in many communities, a child who is born deaf is regarded as a bad omen that may bring misfortune upon the family. For example, within the traditional paradigm, deafness may be attributed to natural causes such as heredity, blood impurities, noise, and poor aural hygiene, or to unnatural causes, including sorcery, spirits, ancestors, and retribution for failure to perform certain cultural rites.…”

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