Welcome! Journeys… We will glimpse an administrator’s on-going journey in learning about Deaf-World culture due to interaction with deaf/Deaf/hard of hearing students and with ASL/English interpreters
Use of term: Deaf-World culture (D-W) The People of the Eye: Deaf Ethnicity and Ancestry 2010 Harlan Lane, Richard C. Pillard and Ulf Hedberg
“We possess and jealously guard a language different and apart from any other in common use – a language which nevertheless is precisely what all-wise Mother Nature designed for the people of the eye.” George Veditz, 1913
Housekeeping/what would be helpful to have…?? Cell phone or pager (with unlimited text messaging) Some familiarity with deaf/Deaf/hard of hearing students Access to handouts for this session (if you would like to take notes)
Polling: polleverywhere.com Will answer questions – similar to voting on American Idol, etc. We can help each other with this Service is secure Texting rates may apply Get your phone ready… Polling Question #1
What we’re here to do… Explore attendees knowledge and understanding of Deaf- World culture Explore potential impact of Deaf-World culture on campus constituents Provide information from past and current research relative to Deaf-World culture and interpreter biculturalism Suggest ways to navigate ‘the journey’ from an administrator’s/interpreter’s perspective
Polling: Audience Demographics Questions regarding polling? Now that you know what we’re doing, we want to know who we’re talking to… Polling Question #2
Polling: Audience Demographics Currently working in higher education (community college, public/private university) On average, how large is your D/d student population A.0-5 B.6-10 C.11-20 D.20+
Bringing cultures together Higher Education American Mainstream Deaf World
Disclaimer Our objective is not to give one definition of Deaf-World culture, but to acknowledge its existence and it give an example of an administrator’s journey.
D-W cultural values (Mindess, et al, 2006) Re: Communication Direct communication Information sharing Clear access to visual communication Re: Collectivism Group loyalty Reciprocity Group decisions Importance of getting together
Research Q - What are expert Deaf and hearing interpreters’ understandings of ASL/English interpreter Deaf-World cultural competence? Research Q - What are expert Deaf and hearing interpreters’ understandings of ASL/English interpreter Deaf-World cultural competence?
Case Study- Lesson’s learned: “D-W culture is either continually revealing itself and/or continuously evolving such that we who aren't in the D-W culture (or aren't born to it) are continuous learners of the culture, and for you interpreters, you may be both continual learners and mediators of the culture.” Amy Quillin, 6/12 True example of how far we’ve come on the journey…
The Balancing Act Apple, oranges and icebergs Bottom line- we have a job to do HOW?
Interpreter Gems What is your current coordination structure and is it working? Interpreters; time to learn HE culture The Seven Habits of Highly Effective People – “begin with the end in mind” Do you current policies align with your values? Change- Some like it- many don’t
Interpreter Gems Know your settings- look around! “Excellence In Action” What’s your tagline? Know the language to navigate the end result Narratives Charts & Graphs – examples Prioritize & Plan Goals/Outcomes/Reporting- Keep DATA Strategize Adjunct positions/Graduate Assistantships/Professional Development Contract Interpreters- investment
Interpreter Gems That awkward moment when someone says "Hello!" and you say "Good thanks!” That awkward moment when someone says they love everything about their job except working with interpreters. -The reality of it all - The EQ Difference: A Powerful Plan for Putting Emotional Intelligence to Work by Adele B. Lynn.
Administrator’s Gems Regular meetings Ask questions Advocate Go to their classes, attend events – willingness to be out of your element. Higher Ed Culture 101 What speaks?
Administrator’s Gems D-W collectivist, HE traditionally fiefdom-oriented There’s a big picture, too Using HE language to advance the student/interpreter agenda Be willing to look the fool