Language and culture in the Deaf community: a case study in a South African special school

Abstract

An ethnographic case study on Deaf culture was done at the Thiboloha Special School in a rural area of the Free State province in South Africa. Two Deaf learners and three Deaf teaching assistants participated in this study. Although they were all part of the hearing Sotho culture, they were also full participants in the Deaf community. The study was done by means of video recordings, interviews, and questionnaires. The study reveals the diversity of the Deaf community with a vibrant and unique culture associated with this school, which gives them a sense of belonging. The analysis of the questionnaires, interviews, and recordings in this study shows how significant it is for the Deaf to be part of a Deaf community and culture, as well as part of a hearing community. It is important for them to be Deaf (with a capital 'D') and have a Deaf identity. It became evident in this study that Deaf people prefer to use Sign Language for communication purposes in the Deaf community. The study also shows the key role the school plays in introducing Deaf learners to Deaf culture and community, and South African Sign Language, which connects them to a wider Deaf and hearing community. The school became the participants' new community where they found their Deaf identity, their own language and culture. The school fulfilled its role to realise the importance and value of Deaf culture and community and succeeded in de-pathologising deafness. This study confirms the responsibility of and opportunity for schools to educate their Deaf learners about their culture and community.

Space, Education, and Inclusion

“…The case of the Deaf and hard of hearing (HH) is particularly significant. The Deaf and HH are sometimes members of a proud Deaf culture (Ram & Muthukrishna, 2001;Stander & Mcilroy, 2017), a circle where they can thrive without being subservient to the hearing culture (Gerner de Garcia & Becker Karnopp, 2016). In this way, educating the Deaf and HH in special schools for the Deaf and HH might be viewed as more progressive than educating them in regular schools because "schools that provide learners with access to education in the language of their choice, a language to which they have full access, may be seen as inclusive and equitable in the more complex use of the terms" (Aarons & Akach, 2002, p. 163).…”

Space, education, and inclusion

“…The case of the Deaf and hard of hearing (HH) is particularly significant. The Deaf and HH are sometimes members of a proud Deaf culture (Ram & Muthukrishna, 2001;Stander & Mcilroy, 2017), a circle where they can thrive without being subservient to the hearing culture (Gerner de Garcia & Becker Karnopp, 2016). In this way, educating the Deaf and HH in special schools for the Deaf and HH might be viewed as more progressive than educating them in regular schools because "schools that provide learners with access to education in the language of their choice, a language to which they have full access, may be seen as inclusive and equitable in the more complex use of the terms" (Aarons & Akach, 2002, p. 163).…”

“Nothing About Us Without Us.” The Storied Narratives of a Researcher with Hearing Impairment

“…Furthermore, "Deaf people regard Sign Language as the core part of their culture and community." 48 Also, Stander and Mcilroy observe that as much as Sign Language is an important aspect for people with hearing impairment, "not all Deaf people use it and instead use the oral method or Total Communication." 49 This situation can be compared to the school in which the learner under investigation was attending where he never had a chance to use sign language until after matric.…”