Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

Reflections on Deaf Space, Communication Options, and Future Community Resources

Tanis M. Harty

University of British Columbia

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Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

In some of our readings, and course discussions the idea of space has become a

central thought to my reflection on attending a d/Deaf community event. Joseph J. Murray

(2008) in his chapter Coequality and Transnational Studies: Understanding Deaf Lives discusses

how deaf clubs as being part of a “historical moment and not as universal, singular vehicles of

Deaf cultural transmission” (p. 103). Through his chapter Murray describes the “fluid, temporary

and situational” nature of Deaf space where Deaf people will gather for temporary events for

cultural consumption of Deafhood (p. 103). This aligns itself with the event I recently attended

for this particular assignment. I went to the silent auction run by the Calgary Association of the

Deaf (CAD), which was held in a Calgary sports bar that acted as a temporary Deaf space for

CAD’s fundraiser. The idea of Deaf space and transitive space is something that I connected with

while attending this event.

CAD’s fundraiser was held at Schanks North, which is one of the biggest sports bars in

Calgary. I find Schanks to be a terrible location for these kinds of events, where people from the

d/Deaf or hard of hearing communities come to meet and support each other. Benjamin Bahan

(2008) describes the ideal d/Deaf location or space as one that is “open” where some have

“strategically placed lights to maximize vision at night and mirrors to allow for visual access” (p.

90). While Schanks may be an open space, it is a dark place with dimly lit lamps and television

screens everywhere, making it visually distracting for those who rely on their vision. The space

inside of Schanks was open enough to have clear sight lines, and what I did notice is that for

those who used ASL as their primary language did not seem to struggle as much to communicate

when they were closer together. However, when CAD had their live auction for baked goods, I

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Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

don’t think as many people made bids because they could not see the signer properly to clearly

understand what was happening. For myself, it was nearly impossible to hear a conversation

across a table, let alone enough light to speech read. Benjamin Bahan (2008) states that “light is

a deeply ingrained value for those leading a visual way of being” (p. 94), which is something I

believe is true for hard of hearing people, as well as d/Deaf people. We both need light in order

to communicate, without the light, it can feel as if you are being cut off from others. I found that

I would become withdrawn in some parts of the night because it was too cognitively draining to

try and focus. This is something that my other friends who are hard of hearing have also said,

and some will choose not to attend special fundraisers like this because they do not like Schanks

as a venue. What has struck me recently is that because events like CAD’s fundraiser are

situational and temporary, the d/Deaf or hard of hearing community use borrowed spaces that

don’t lend themselves well as a d/Deaf or hard of hearing space. Spaces like Schanks act as a

deterrent for some people within these communities to attend special events because of the

difficulties they create when trying to communicate such as poor lighting making it hard to see.

This is an issue in relation to transitive spaces because if you don’t have a space of your own you

are forced to use whatever may be available which may not be suited for d/Deaf and hard of

hearing people. In this way, I think having a resurgence of some kind of deaf club to act as a

social place for gatherings would be beneficial for the d/Deaf community and their allies as they

could make it a space that is inclusive for all and create it in a way to showcase what they value

in a space, such as proper lighting.

In his chapter Colonialism and Resistance: A Brief History of Deafhood, Paddy Ladd

(2008) touches on how there can be “widespread defensive or negative cultural attitudes towards

hearing people” (p. 50). This is not the experience I had while attending the CAD fundraising

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Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

event. Those that I met, and signed with were so happy that I had come to support their event and

organization. What I find sometimes, is that both sides may feel a sense of personal apprehension

because of language barriers in trying to communicate. With that being said, there was one

woman in particular who took away much of that apprehension because of her sincere desire to

connect people. She was bringing her friends over to introduce to my table throughout the night,

and her charismatic attitude took away much of my unease with my American Sign Language

(ASL) ability. I found the people I signed with to be patient, and not everyone used ASL as their

language choice. One man that I met had cochlear implants (CI’s) and said he chose to use

speech as his main mode of communication but liked coming to Deaf events so that he could use

ASL. He said that what he liked about having two languages is that he had the choice to use

which language best suited the situation. The idea of choice is important to me, as I was only

taught English growing up as a hard of hearing child. I still wish I had learned American Sign

Language, as I find ASL is easier to use in loud places, and that it reduces some of my stress and

anxiety from trying to listen all the time. Listening is exhausting, and now that I am losing more

of my hearing, I find I rely more on ASL in certain situations to communicate, as it allows me to

be part of the conversation. This is why I think a bilingual approach is the best option for

teaching d/Deaf and hard of hearing children language acquisition. If we as educators teach

children both American Sign Language, and English these children will have more opportunities

to be part of multiple communities where they can belong, and they have the option to choose

what language fits them best.

The d/Deaf community is an invaluable resource for myself as a Teacher of the d/Deaf

and hard of hearing. Making connections and building a strong relationship with this community

is imperative not only to my teaching practice but also to my volunteer efforts to improve the

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Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

lives of d/Deaf and hard of hearing children and their families. Through building relationships

with the d/Deaf community my hope would be to find adult mentors who are willing to work and

speak with parents about their own experiences and the benefits of learning American Sign

Language for their children. I think if parents could meet and get to know adults that are d/Deaf

and hard of hearing, it may help them feel more at ease with what the future might hold for their

child. I also believe that having students meet and connect with the d/Deaf community is very

important. By introducing children, and connecting them to this vibrant community it may help

them find a sense of belonging with others who are like themselves and help address some of the

isolation they may feel in the mainstream school system. Additionally, organizations like CAD

would have information in relation to other services that a family might need, such as assistive

house technology, or know other organizations like Deaf and Hear AB that could further help the

family if they are struggling to find support. Making these connections as a teacher of the d/Deaf

and hard of hearing is crucial for supporting not only students but their families through their

journey.

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Running head: Reflections on Deaf Space, Communication Options, and Future Community Resources

Bibliography

Bahan, B. (2008). Upon the formation of a visual variety of the human race. In Bauman, L.

(Ed.), Open your eyes: deaf studies talking (pp. 83-99). Minneapolis, MN: University

of Minnesota Press.

Ladd, P. (2008). Colonialism and resistance: A brief history of deafhood. In H-D, L. Bauman

(Ed.), Open your eyes: Deaf studies talking (pp.50). Minneapolis, MN: University of

Minnesota Press.

Murray, J.J. (2008) Coequality and transnational studies: Understanding deaf lives. In H-D L.

Bauman (Ed.) Open your eyes: Deaf studies talking (pp.103). Minneapolis, MN:

University of Minnesota Press.