13.

DysconsciousAudism:ATheoreticalProposition
GENIE GERTZ

DysconsciousRacismandDysconsciousAudism
InJoyceKingsworkondysconsciousracism,shesharesherinterpretationofhowheruniversitystudents
perceivedthemeaningofracialinequity.Sheclaimsthatherstudentsexhibiteduncriticalwaysof
thinkingaboutracialinequity:theydidnotthinkoftheunderlyingcausesofracismand,more
importantly,possiblesolutionstoracism.Tothinkcriticallyistoexplore,analyze,andevaluatethoroughly
theconditionscausedbyracism.Whydidacertainsituationhappenandhowcanitbeimprovedor
modified?Instead,herstudentsacceptedandperpetuatedcertainculturallysanctionedassumptions,
mythsandbeliefs.Kingdiscoveredthatstudentshadimpairedconsciousnessofwhatracismmeans
1
duetotheirlimitedunderstandingandexperience.
Kingthendefinesdysconsciousracismasaformofracismthatimplicitlyacceptsdominantwhitenorms
andprivileges.Sheemphasizesthatitisnottheabsenceofconsciousnessbutratherimpaired
consciousnessthatengenderedthisterm.Whenchallengedtothinkcritically,wemustquestionthe
ideologyofracialinequityandbeabletoidentifyandcriticizeitobjectively.Thestudentsdidnot
recognizethatstructuralinequityislinkedtoracialinequityasaformofexploitation.Kingsstudents
wereawareoftheracialissues,racialinequity,andracialprejudice.However,theylackedthedepthof
ethicaljudgmentconnectedtoformulatingsomerationaleforinequity.Kingrealizedthattheirthinking
wasimpairedwhenanalyzingracialideology.Kingbuildsaframeworkforustorecognizedysconscious
racismwhereananalysiscanbedevelopedofhowclearlypeopleunderstandtheconsciousnessof
minoritygroups.
SomeDeafpeopledoexperienceanimpairedconsciousnessthesamewaystudentsexperienceditin
Kingsstudy.SomeDeafpeople,thoughtheyresistbeingassimilatedintothedominantculture,still
incorporatesomeantitheticalvaluesfromthedominantculture.Inthismanner,theseDeafindividuals
experienceanimpairedconsciousness:aphenomenonforwhichIcoinedthetermdysconscious
audism.ThisisanewconceptandIhavecreatedthisphrasebasedonJoyceKingsworkondysconscious
racism.
Withthetermdysconsciousaudism,Idescribeaphenomenonthatisdefinedasaformofaudismthat
tacitlyacceptsdominanthearingnormsandprivileges.Itisnottheabsenceofconsciousnessbutan
impairedconsciousnessordistortedwayofthinkingaboutDeafconsciousness.Dysconsciousaudism
adherestotheideologythathearingsociety,becauseitisdominant,ismoreappropriatethantheDeaf
society.SuchDeafpeoplecanbecharacterizedasnothavingfullydevelopedDeafconscious
219
220
GENIE GERTZ

nessconnectedtotheDeafidentity,andtheymaystillfeeltheneedtoassimilateintothemainstream
culture.

Dr.RachelStoneandCaliforniaSchoolfortheDeaf,Riverside:AudismandDysconscious
Audism
Intheyear2000,CaliforniaSchoolfortheDeaf,Riverside(CSDR)selectedDr.RachelStoneasthe
2
superintendent. ShebecamethefirstDeafandfemaletoheadtheschool.Lessthantwoyearsafterthe
appointment,Dr.Stonewasdismissed,likelyforherstrongviewsofDeafbilingualismandbiculturalism
oneducatingDeafstudents.Shealsoemphasizedtheimportanceofbilingualismforthestudentswith
equalimportanceplacedonbothEnglishandAmericanSignLanguage(ASL).Herprioritywasstudent
success,asshesawnoreasonthatthedeafcouldnotreceivequalityeducation.Dr.Stonebelievedthat
effectivepedagogicalapproachesspecificallyappropriateforDeafstudentswouldmakeallthedifference
intheiracademicsuccess,whichuptothispointhadnotbeenprogressingsufficiently.Dr.Stonesdesire
foraneffectivebilingualbiculturalenvironmentwassimplyoppressedbyadministrators,teachers,and
parentswhoespousedtraditionalhearingcentriceducationfortheCSDRstudentsandwantedtoseethat
systemremainstatusquo.QuiteafewDeafstaffalongwithsomehearingindividualsdidtakeapositionin
supportofDr.Stoneandfoughtvaliantlyonherbehalf.However,asizablenumberofDeafteachers,
administrators,andparentswhosupportedherphilosophicalstancestoodhelplesslyintheousterofDr.
3
StoneasCSDRSuperintendent.
TheunwillingnesstoacceptDr.StonesleadershipandvisionforaDeafbilingualismandbicultural
educationatCSDRrevealsthehiddenpowerofoppression;namely,audism.Ithasastrongbearingon
thehearingsupremacyineducatingdeaflearners,eveninaDeafschoolsettinglikeCSDR.Whiletheterm
audismisnotyetinsertedindictionaries,anindepthtreatiseonaudismcanbeobtainedbyreading

DirksenBaumansarticleAudism:ExploringtheMetaphysicsofOppression. Hisarticlewillstriveto
furtherdefinethetermaswell.SomeCSDRmemberswereclearlyaudistsintheiroverthrowofDr.Stone.
AsforthoseDeafadministrators,teachers,andparentswhotooknoactiontoaidDr.Stone,eventhough
theysupportedhergoalsforCSDR,whydidtheydonothingforher?Thetermdysconsciousaudism
mightprovidesomeexplanationfortheirlackofactionintakingastrongstandforherandindirectlyfor
themselves.Thisarticlewillbothintroducetheconceptofdysconsciousaudism,aswellaspresenta
theoreticalpropositionofit.Furtherexampleswillbestillustratetheimportantfeaturesofdysconsious
audismanditsstrongconnectiontoaudism.

DeafEducationAgendaControlledbyHearingEducators
Nowmorethanever,Iseesomanyissuesathand,especiallywiththelargersocietyduetoitslackof
understandingaboutDeaflanguage,heritage,andculture.Thetruebenefitsofeducationescapemost
Deafindividualsbecausealargemajorityofhearingeducatorscontrolsthedeafeducationagenda,
whichisladenwithmisconceptions.
DYSCONSCIOUS AUDISM 221

Tomakemattersworse,evenasmoreeffectivemeansofeducatingDeafindividualsaredemonstrated,
5
Deaflanguageandculturearestillnotreceivingwidespreadacceptanceintheclassroom.
HearingeducatorsmainfocusisonthestigmathatDeafindividualsneedtobefixedtocorrecttheir
hearingandspeakingdeficiencies.Moreoftenthannot,thisfurtherperpetuatessocietyslargerviewof
Deafpeopleasinferiorandsubhumanandwhoneedtoberehabilitatedintobeinglikehearing
6
individualsforthesolepurposeofassimilatingthemintomainstreamAmericansociety.
Basically,thisisaclassicexampleofethnocentrism.However,itdoesnotmeanthathearingeducators
whoarecomfortablesubscribingtoDeafbilingualism/biculturalismcannotbeourallies.Atpresent,the
systemofeducatingdeafindividualsisfailingtomeettheireducationalandsocietalneeds.Thereisavery
commonpatternamongDeafindividualswhoarekeptawayfromeffectivevisuallanguageandarich
culturalheritage.Asaresult,manyofthemproceedthroughschoollifewithoutasenseofdirection.To
properlyeducateandmotivateDeafindividualsinlife,wemustseethat,firstandforemost,theyare
treatedashumanbeingsandareempoweredwithanaturallanguageandrichculturalheritage.
LetslookatthestoryofDr.StonesousteratCSDRonceagain.WereCSDRDeafpeoplesperceptionsof
theirexperienceshiftingawayfromDeafempowermenttowardthehearingdominantmajority?They
mighthaveunwittinglyacceptedthechangingvaluesintheDeafcommunitytopleasethehearing
world.DoDeafpeople,generallyspeaking,experiencethelossoftheirDeafempowerment?Isthelossof
theirDeafcentercreatingDeafindividualswhoviewtheDeafworlddifferently?WithoutDeafem
powerment,theDeafconsciousnessisaffected,becomeschaotic,andbringsnothingtotheworldfrom
Deafpeoplebutastrangeversionofhearingpeople.ThevoicefromDeafempoweredindividualsis
criticaltocreatingajustsocietyofDeafpeople.

DeafConsciousnesstowardAudism
InordertoexploretheimpactofaudismonthelivesofDeafindividuals,Iconductedanethnographic
studythatincludedeightDeafadultsofDeafparentswhowereselectedforthestudytovalidatethe
7
existenceofoppressiononDeafpeople. TheysharedtheirexperiencesasmembersoftheDeaf
community.TheyhavehadDeafCulture,AmericanSignLanguage,andotherfeaturesthatmadebeing
Deafapositiveexperience.Atthesametime,theyfacedthenegativeexperiencesofoppression.
Oppressionhascontinuallyand,inmostcases,surreptitiouslybeeninterwovenintothelivesofDeaf
people,includingtheirownlifeencountersthatarelayeredwithaudism.
TheoppressionofDeafpeopleappearstobeomnipresentandeverlasting.SomeoftheeightDeafadults
ofDeafparentsexperiencedfirsthandtheprohibitionoftheuseofsignlanguagebecausetheyweretold
thatsignlanguagewouldruintheirchanceforsucceedinginAmericansociety.Somewitnessedhearing
peoplesdevaluationofDeafpeoplesattemptstobuilduptheirDeafidentity.SomevaluedastrongDeaf
identitytocounteracttheirindoctrinationaboutthesuperiorityofhearingpeopleslanguage,identity,
education,andcommunity/culture.Theyexpressedtheawarenessofhearing
222
GENIE GERTZ

peoplewhotriedtorecastDeafpeopleintotheimageofhearingpeople,butaslessercitizensinthe
hearingworld.SomeofthemnotedthathearingeducatorsreportedthedeficienciesofDeaflearnersin
ordertojustifyandvalidatethemselvesasworthyindividualsorasacknowledgedexpertsonthe
educationofsocalledhelplessDeafindividuals.Asaconsequence,thehearingpopulacesupportedthe
hearingeducatorsplanofactionineducatingdeafchildren.Somesawthathearingpeoplediscredited
Deafpeoplesyearningfortheirowncommunityandculture.EventhehistoryofDeafcommunity/culture
hadnomeaningtosuchhearingpeople.AlltheywantedtodowaseraseDeafCultureandhistory.Inthe

nameoftheirexpertiseondeafness,thesehearingpeoplefeltobligatedtoeliminatedeafness,byany
8
means,aswellasDeafpeoplewhomtheythoughtbroughtanembarrassmenttothesociety.
Belowaretheexamplesofsituationsasdescribedbyeachtoillustratethedifferentformsofoppression
thatarestructuralratherthanindividual,oftenhappeninginrelationshipsbetweenhearingandDeaf
groups.AlancommentedabouttheoralistsfromtheAlexanderGrahamBellOrganizationwhotriedtoput
astoptosignlanguagebeingpromotedinpublicthroughanNBCtelevisionshow.Bonnieencountereda
hearingwomanworkingataschoolforthedeafwhocouldnotsignatall.Theschoolforthedeafwas
readytodismissBonniebecauseshetookapositionchallengingtothenonsigningwoman.Carlrelated
thefrustrationsofhisfather,whowasatopnotchprinterbutneverreceivedabonusforhisexcellenceat
workwhilehishearingcounterpartswhoshowedlesscommitmenttoworkreceivedthebonuses.When
Feliciawasayounggirl,shesawherdeafclassmatesbeamingwithprideforbeingrewardedforgood
speechwhileshewasslappedbyherteachersforsigning.Asanadult,Felicialookedbacktothatscene
andcringedattheoveremphasisonspeechandunderemphasisonrealeducation.Edwardreportedthat
therewerenohistorybooksonDeafpeoplewhenhewasgrowingup.Debbiemadeachoicetoattenda
regularuniversitywiththeprovisionofsupportservicestoDeafstudents.Atonetime,shewantedtodrop
outoftheuniversityduetoherfrustrationoverdealingwithincompetentinterpreterswhomadeherfeel
moreisolatedfromherprofessorsandfellowclassmatesbyinterferingwithdirectcommunication.Asa
nativesignerofASL,GlennfoundSimCom(anabbreviatedtermofSimultaneousCommunication,which
referstothesimultaneoususeofsigningandspeaking)tobeanobstacletohimintermsofundermining
hiscomprehensionofwhatwasbeingsaid.YetSimComcontinuedonnomatterhowmanyDeaf
individualsheldittobeanabomination.Helenmentionedahearingorientedmediareportthatglowed
withpraiseforformerMissAmericaHeatherWhitestonesdecisiontogetacochlearimplant.Inthat
case,Helenargued,themediahadnoclueastowhytheDeafworlddidnotapplaudWhitestoneinthe
waythehearingworlddid.
ThethoughtsandfeelingsasexpressedbytheeightDeafpersonsintheaboveparagraphnecessitatethe
attentiontothetermaudism.Thesestoriesconfirmedtheexistenceofadeeplayeredshroudofaudism.
Becauseoftheprevalenceofaudistpractices,bothconsciousandunconscious,Deafpeopleare
oppressedinmanyways.SeeFigure13.1foreffectsofaudismonDeafindividuals.Presently,thereisstilla
sizablegroupofDeafpeoplewhowouldbecategorizedasdysconsciousaudistsbecausetheyhavent
developedtheirownDeafconsciousnessandidentitytothefullest.Generally
Figure13.1.EffectsofaudismontheDeafindividual.

theirDeafconsciousnessisdistortedtovaryingdegrees.DysconsciousaudisticDeafpeopleunwittingly
helptocontinuethekindofvictimizedthinkingthattheyareresponsiblefortheirfailure.Suchthinking
enableshearingpeopletocontinuepathologizingDeafpeople.
Themarkeddifferencebetweenunconsciousanddysconsciouswhenusedwiththewordaudismis
thatthewordunconsciousimpliesthatthepersoniscompletelyunawarewhereastheworddysconscious
impliesthatthepersondoeshaveaninklingofhisorherconsciousnessbutdoesnotyetrealizeitis
impaired.SomeDeafindividualschoosetodonothingaboutitortotakeasobeitattitude.Inthis
manner,itisnotthattheyarecompletelyunawareoftheissues;itsjusttheirdecisiononhowtolivewith
them.
Withthedysconsciousaudismframeworkinmind,theweakeningofDeafidentityassociateswiththe
lackofDeafconsciousnesswithinthepresentcontextandtheimpactofhegemonicforces.Hearing
peoplesobsessionoverthecureofdeafnesscontributessignificantlytotheweakeningofDeafpeoples
identity.WhentheDeafpersons
223
224
GENIE GERTZ

identityisdistorted,theycannotfullyunderstandtheirownbehavior.AlargenumberofDeafindividuals
arenotevenawarethattheypossess,tovaryingdegrees,thesekindsofaudisticbehaviorsandattitudes.
Thecriticalfeaturesofdysconsciousaudismarethefollowing:

DysconsciousaudismdisempowersDeafpeoplefrombecomingliberated.

DysconsciousaudismdisablesDeafpeoplefromexpressingDeafculturalpride.

DysconsciousaudismintimidatesDeafpeopleandlimitstheirpromotionofthe
Deafperspective.

DysconsciousaudismhindersDeafpeoplefromattainingqualityeducation.

DysconsciousaudismdeniesDeafpeoplefullacceptanceofASL.

DysconsciousaudismweakensDeafpeopleinthedevelopmentoftheirDeaf
identity.

ResponsestoTwoSelectedTopicsbytheEightDeafAdultsofDeafParentsinQuest
ofUnderstandingDysconsciousAudism
TheeightDeafadultsofDeafparentshadbeenraisedintheDeafworldsincebirthand,inthe
earlyyearsoftheirlives,knewtheothersideoftheworldknownasthehearingworld.Theyhad
beentoldstoriesabouthearingpeopleduringtheirformativeyearsbytheirDeafparents.They
hadmadetheirownpersonalobservationsofhearingpeoplefromsomedistance,andtheyhad
hadreallifeinteractionswithhearingpeople.Theseallinfluencedtheimpressions,attitudes,
judgments,beliefs,etc.thattheyhadabouthearingpeopleandthehearingworld.
ThissectionfocusesonDeafadultsofDeafparentsandtheirslicesofreactionstotwotopicsthat
affecttheDeafcommunity.Theeducationalexperiencesandsocializationtheyhadinschool
addedanimportantdimensiontotheirpresentoutlookattodaysDeafworld.Whiletheyareall
DeafindividualswithanaffiliationtotheDeafworldandthefluencyofAmericanSignLanguage,
eachonerepresentedisunique.Moreover,notwoDeaffamiliesarealike.Theseindividuals
coveredaspanofthethreegenerationsofDeafindividualsinwhichtheirlifehistoriesillustrated
thechangesinAmericainitssocietaltreatmentofDeafpeopleoverfiftyyears.Mostofthemwere
eithersecondorthirdgenerationDeafindividuals.Onlyoneofthemwasafourthgeneration
Deafindividual.Almostallofthemattendedresidentialschoolsforthedeaf.Theirphilosophical
stancesandviewsondeafness,language,andculturewerenotidentical,yettheyofferedmany
similarities.Theirsharingoftheirviewshascontributedvitalinformationtothereaderabout
whatthelivesofDeafpeoplecomingfromDeafparentsmightlooklike.Figure13.2providesthe
backgroundsoftheeightDeafadultsofDeafparentsinfiveareas:age,Deafgeneration,school
attended,undergraduatecollegeattended,andwhetherornottheparentswerecollegeeducated.
simultaneouscommunication
Alimitednumberofpeopleareparticularlyskilledattalkingandsigningatthesametime,but
manyotherpeoplearereallynotabletodoit.Theytrytotalkandsignat
Figure13.2.Backgroundsofinformants.

thesametimeandnothingclearcomesout.AsaresultofusingSimCom,manysignsaredroppedout.The
signalsodeterioratessignificantlyinitsqualityandintelligibility.Often,manyDeafpeoplecant
understandwhatpeoplearesaying,andtheyhavetoworksomuchhardertotryandreceivethemessage.
WhenpeoplespeakEnglish,theASLbecomesunintelligible.SimComisanincomprehensiblemixoftwo
9
differentmodalities. IwouldratherseesomebodyexplainingorspeakingtheirpiecebyusingAmerican
SignLanguageorEnglish,Feliciasaid,toemphasizethatpoint.Theydontmixwell.Shecouldtellthe
differencewhenoneusedSimCom.
Icantellifsomebodyisusingtheirvoiceatthesametimewithsigns,andonceahearingperson,orevenaDeaf
personforthatmatter,startstousespeech,Iwillbustthemrightonthespot:Areyoutalkingwhileyouresigning?

Ifitsclearenough,thatsfine,Alansaid.HeacceptedSimCom.Ifitbecomesverymuddled,andalotof
signsgetdropped,thenheisnotinsupportofit.Hehaswrittenabookonthetopicofcommunication
andanarticleontalkingandsigningatthesametime.IfIhadachoice[tocommunicatewith]aperson
whowasfluentintalkingandsigningsimultaneouslyandsomebodywhowasfluentjustinsign,Alan
said,Iwouldchoosethepersonfluentinsign.
Forcertainpurposesandfunctions,IthinkSimComisfine,Bonniesaid.Sheacceptedtheuseof
SimCom.Itgoesbackagaintotheimportanceofopencommunication.Whymustonesay,Youcant
dothat,ifitcanworkoutsatisfactorily?Inthisparticularsituation,shouldcommunicationbeforfeited
becausewearenotallowedtousearesourcethatcouldpossiblyhelpuscommunicate?Inhermind,
restrictionsofthistypearenotjustified.Whynot,whateverhelps.
WhatresultsofteninSimComistheutterancescomeoutinEnglishwordorder.Itsduetothefactthatthe
personisnotabletospeakEnglishwordsusingASLsyntax.Itjustdoesntmakesensetomewhenthe
speechskewsthemessageinASL,Glennsaidsuccinctly.
HelenexplainedherDr.JekyllandMr.Hydecommunicationsplit:
225

InformantAge
Alanearly70sBonnielate40sCarlmid50sDebbieearly40sEdwardearly40sFeliciaearly40sGlennearly30sHelen
late20s
collegeattended
parents
DeafSchoolgenerationattended
seconddeafschoolthirddeafschoolthirddeafschoolseconddeafschoolseconddeafschoolthirddeafschoolsecond
deafschoolfourthhearingschool
UndergraduateCollegeeducated
GallaudetUniversitynoGallaudetUniversitynoGallaudetUniversitynohearinguniversitynoGallaudetUniversityno
GallaudetUniversitynoGallaudetUniversitynoGallaudetUniversityyes

226
GENIE GERTZ

IdoadmitthatwhenIsign,Imouth.SometimesImouththeshapesofwordsandsometimesIdont.Whatsoddisthat
whenImatmyworkplace,Iwilldefinitelysignandmouthsimultaneously.Athome,IusefullASLanddonotmouth
anywords.

Itisreasonabletosuspectthatthesettingsinfluencethelanguagethatsheuses.IfIminarestaurantor
bar,IuseASLbutstillmayswitchtoSimCom.Itdependsonwhospresentandmydesiretomakemyself
clear.Shedidntwantanymisunderstandingstooccur.Helendoesnotsupportusingspeechandsigning
atthesametimebecausesheiskeenlyawarethatitisthesignlanguagethatsuffersintheend.Themouth
movementortheEnglishproductionwithSimCom,shefelt,isobviouslyforthehearingperson.The
qualityofthesignlanguageisdegradedwhenSimCombecomestheprimarysourceofcommunication.
ThemessagedeliveredthroughSimCombecomesunclear.Itshardtounderstand.Idontwantthat,
sheconcluded.
Mostoften,theintendedmeaningofyourcommentislostwhenusingSimCom.Oneissofocusedon
speakingandusingsignatthesametimethatitisnotASLanymore,anditmakessigningalotless
intelligible.ManytimesIgetlostwhenpeoplespeakandsignatthesametime.Idontunderstandwhat
theyaresaying,theinformantDebbieadmitted.Sheaddedthatshehas,inthepast,requesteddropping
thespeechmodalitywhenshefailedtograspthemessageviaSimCom.WhenItellthemtodropthe
speechpartandjustsign,itbecomescrystalclear.Itsthedualmodalitythatisveryconfusingandusually
ineffective.
Peoplewhoarebilingualoftenfacethatdilemma,asEdwardexplainedinhisownstruggle:
IwouldsaythatIsupportit.Imean,Idothatsometimeswithmyuseoflanguage.SayingthatIsupportitputsmeina
positionthatImeitheragainstitorsupportit.Idontwanttosayeitherway.

Heacknowledgedthefactthatwhenoneissigningandspeakingatthesametime,onesskills,theclarity,
andthewaythatoneexpressesthoselanguagesdiminish.Ifyouareusingonelanguage,thenyoucan
usethatlanguagetoitsfullest.Itsmostclearandindepth,Edwardadmitted.
Thelanguageissuewithdeafchildrenaddressesthefactthattheacquisitionofafirstlanguageisvery
important.BytryingtoteachASLandEnglish,SimComconfusesdeafchildrenfurtherbecause,when
somepeoplesignandspeakatthesametime,theyareultimatelydoingneithercorrectly.
Carltoldhisolderbrother,whoisproficientinusingSimCom:Youdonthavetodothat.Whoareyou
tryingtoimpress?Youshouldjustusesignlanguageandlettheinterpreterspeakforyou.Hisbrothers
motivationtouseSimComwashislackoftrustintheinterpreters.Heisoneoftherarepeoplewhocan
doit,buttherearentmanywhocan,CarlsaidofhisbrothersSimCom.Ofcourse,hedoessignalittle
moreEnglishinSimComthanifhewereusingASLonly.
SimComdoesntworkbecauseASLandEnglisharetwocompletelydifferentlanguages.Theunderlying
mechanismofSimComrequiresthespeakingpartthatimposesonDeafpeopletouseEnglish,often
fortheconvenienceofhearingpeople.In
DYSCONSCIOUS AUDISM 227

thissense,SimComdisempowersDeafpeoplefromusingASLtothefullextentandconsequentlyweakens
themindevelopmentoftheirDeafidentity.SomeoftheeightDeafadultsofDeafparentswereopposed
vehementlytotheuseofSimComforvalidreasons.YettheotherswhohaveacceptedSimComby
allowingitsexistencerevealthedynamicsofdysconsciousaudismbecausetheythoughtofnothingin
SimComthataffectedDeafpeopleineverydaycommunication.
thedeafstudiescurriculum
ThefocusoftheDeafagendawouldholdtheideathatDeafchildrenarenottobeperceivedas
disabledbutaslinguisticallyandculturallyidentifiedindividuals.ItisimportantthatDeafstudents
interactwithotherDeafindividuals(youthsandadults)earlyintheirschoolcareertotakeadvantageofa
criticalperiodinlanguageandsocialdevelopment.Asamatteroffact,interactionwithotherDeaf
peopleonjustasocialleveldoesmakeahugeimpactontheirdevelopmentandisatoppriority;the
earlierthebetter.Later,DeafstudentswouldtapintoDeafStudiescoursestofurtherenrichtheirlives
(e.g.,DeafHistory,DeafLiterature,IssuesintheDeafCommunity).
AlanelaboratedonhislistofreasonsforwhyitisimportanttoincorporateDeafStudiesinschools:
Theresonesimplereason:forDeafpride.ItmeansincludinginthecurriculumDeafpeoplewhohavesucceeded;
whereDeafpeoplearefrom;signlanguage;andallotheraspectsofourheritage.AllofthatisimportantfortheDeaf
child.DeafStudiesinschoolsfortheDeafhelpintheidentityformationofDeafchildren.

YetAlanexpressedhisfearabouttheoveremphasisontheDeafpartashefeltthattheyhavetogetonwith
lifeandschool.Deafispartoftheirexperience,understandingofwhotheyareasaDeafperson.ButI
dontwanttooveremphasizeit,Alansaid,inacautionarymanner.Deafpowerbuildsnegativefeelings
insideofthechildrenagainstthehearingworld.Isawthathappen.Ifindthatverydangerous.Hestated
thattheoppressionswingsfromoneextremetotheother.Forthisveryreason,Alanwasnotinfavorof

DeafStudiescurriculaandcontinuedontosay:ItsokaytobeDeaf.Itsokay.AndDeafnessisawayof
lifeforthesepeople,butitcanbeanuisanceandaninconvenience.
FeliciaclaimeditisveryimportanttoestablishaDeafStudiescurriculum.Itsabouttheirownhistory,
theirculture,andtheirheritage.Thecurriculumallowsthemtomakestrongconnectionstotheirlife
experienceandbuildselfpride.Manyethnicgroupspromotedtheirawarenessbyestablishingthingslike
BlackPrideWeekorChicanoHeritageMonth.Theyalsocreatedtextbooksabouttheirhistoryand
heritage.Theirgoalsweretohelpchildrendevelopselfesteemandanunderstandingoftheirheritage.
DeafchildrenarenotexposedtothatandhavedifficultiesindevelopingaDeafidentity.Toreducetheir
feelingsofinferiority,shefeltthataDeafStudiescurriculumiswhattheyreallyneed.Feliciasuggestedthis
approach:
YoucanincorporatedifferentsubjectmattersintotheDeafStudiescurriculum.YoucanteachDeafStudieseven
throughmath.Whentheylearnaboutpercentagesinmathclass,youcan
228
GENIE GERTZ

raiseaquestionaboutthepercentageofDeafpeopleattendingaresidentialschoolascomparedwithamainstream
programandhowtocalculatethat.

OnecouldtalkaboutthedifferenteventsthathappenedintheDeafworldthroughouthistory.Deaf
studentscoulddoresearchpaperswiththeapplicationoftheirownDeafexperience.Feliciawaswell
preparedtosummarizetheimportanceoftheDeafStudiescurricula.
BonniesaidthatshecouldseethebenefitsofaDeafStudiescurriculumandthepositiveimpactthatit
wouldhaveonDeaflearnersbyhelpingDeafchildrenunderstandtheirownidentityandaccept
themselves.ShealsofeltthattheycouldaccesstheirDeafheritagethroughaDeafStudiescurriculum.In
turn,itmighthelphearingpeoplenotonlyrecognizethemasaminoritygroupbutalsoacceptthemas
people.ItsaneducationforhearingpeopleandDeafpeoplealike,Bonniesaid,firmlyandaf
firmatively.Itsthepurposeoflearning,anditfacilitatesthat.
TheycanlearnaboutDeafcultureandfigureoutwhotheyare,Glennsaid.Hetookthepositionthata
DeafStudiescurriculumisimportant.Theyanalyzetheworldaroundthemandwheretheystandbased
onknowingwhotheyareandhavingthatidentity.Onessenseofstrengthandsenseofselfallowshimor
hertobetterhandledifferentsituations.Heobservedthatsomestudentswhohavenothadastrong
identityorafoundationtendtohaveahardtimedealingwithDeafissuesandbecomefrustrated.Much
later,aftertheyhavestruggledwiththem,theyrealizeitsnotjustaDeafhearingissue.Itmighthavebeen
aboutotherthingsthathadtodowithcommunicationinthehomewhentheywerechildren.Theycould
notfigurethesethingsoutforthemselves.Theythoughtitwassomethingthatwentwrongbecauseof
theirdeafness.Inreality,theywerenothavingacompleteunderstandingofwhotheywereasDeafpeople
untilmuchlaterinlife.IfaDeafStudiescurriculumwasincorporatedintotheseschools,Glennsaid,
stressingthatitwouldattributepositivelytoDeafpeople,theywouldexperiencelessagitationagainst
hearingpeople.HeaddedthatthepreservationofDeafCultureandDeafcommunityisaveryimportant
stepforpassingDeafrelatedinformationontoyoungergenerations:Iftheydontreceivethe
informationasyoungerchildren,theymissoutuntilmuchlaterasDeafadults.Thiskindofcycle
happenssooftenwithmanyDeafpeople.Itwouldbenefiteveryonealotiftheystartedearly,Glennsaid
emphatically.
Ithinkitsveryimportant!IwishthatmyDeafdaughterhadexposuretoaDeafStudiescurriculuminher
school,Helensaidratherplaintively.Shedoesnt,soIteachitathome.Shetellsherstoriesrelatingto
Deafhistory.Forexample,HelenrelatedastoryaboutaDeafarchitectwhodesignedmanybeautiful
buildingsandgraduatedfromGallaudet.Shetookhertoseeplaysconductedinsignlanguage.Helen
incorporatedDeafStudiesinherhomeenvironmentforherdaughter.Itsnotjustaboutexposurefor
hertocommunityeventsbutIalsosupportandaffirmmydaughtersDeafidentity,sheconcluded.
ForBlackHistorymonth,MartinLutherKingDayiscelebratedsothatchildrenwhoareofAfrican
Americandescentcantakeprideinthefactthattherearepeoplefromhistorywho,likethem,areblack
andareacclaimedandhonored.TheblackexperienceforblackchildrenisakintotheDeafexperience
forDeafchildren,Debbiesummarized
DYSCONSCIOUS AUDISM 229

poignantly.Theyneedtoknowabouttheirhistory,theirculture,andtheirpeople.IwouldsaythataDeaf
Studiescurriculumwoulddefinitelybeavaluableinclusioninschools.
[DeafStudies]shouldbeparamountforalld/Deafpeopleofvaryingdegreesofhearingloss,Edward
saidasonethought,butthenheturnedandassumedadifferentposition.Tojustinundateahardof
hearingpersonwithASLwouldbeinappropriate.Hesuggestedanotherapproach,Weneedtolookat
themindividuallyanddesignaprogramforthemsolaterontheywillbeabletodiscussallaspectsofDeaf
StudiesandDeafculture.Inthefinaloutcome,theywouldknowwhattheirpreferencesandchoices
wouldbe.Deafpeoplegenerallydidnotknowanythingabouttheirowndeafness,whichledtothe
establishmentofDeafStudies,withthehopeofhelpingthembecomemoreawareoftheirDeaf

experience.Itisvery,veryimportant,wasEdwardsanswer.Hesaid,withdeeperconsideration,thatthe
residentialschoolshavehadDeafStudiessincetheearlytomid1800s.Itwasmoreofanaturaloccurrence
throughconversationsandinteractions,butitwasneverintroducedformallyintotheclassroom.By
havingDeafrolemodelsaroundtheseschools,Deafschools,sotospeak,alreadyhadDeafStudies
programs.WhenEdwardtalkedaboutDeafStudiesforresidentialschools,mainstreamprograms,
GallaudetUniversity,apublicuniversity,heemphasizedthefactthatDeafStudiesdiffersfromonevenue
toanother.IfyoutakeawayDeafStudiesfromaperson,Edwardindicatedthathewouldconsiderita
crime,becauseaneducationinDeafStudiescouldmakeadifferenceforDeafpeople.Languageand
culturegohandinhand,washisclosingremark.
DeafStudies,Carlstronglybelieved,willencouragedeafchildrentoacceptthemselvesasDeafpeople,
todevelopaDeafidentity,tounderstandwhatASLmeans,andtoappreciateDeafrolemodels.Many
deafchildrendidnothavetheseunderstandings.Theymightthinktheyaretheonlydeafpersonoutthere.
Thatswrong.TheyneedtoknowDeafpeoplecandoanything.WehaveDeafdoctors,wehaveDeaf
engineers,andsoon.Therearemanychoices.Therearenolimitations,Carlsaid,beamingwithpositive
assertion.
ThroughtheDeafStudiescurriculum,Deafindividualsbegintointernalizewhotheyareandaccept
themselvesasDeafpeople.Inaddition,theywilldevelopagreatersenseofprideinthemselvesandtheir
culture,thustakingamoreactivepartinsocietyandservingasrolemodelsforthegenerationstofollow.
Byutilizingaculturalperspectiveratherthanadisabilitymodel,Deafcommunitiescan,ifproperly
promoted,increasetheirpoliticalinfluenceinthebureaucracyandlegislationaffectingDeafpeople.
AnyDeafindividualwhodoesnotsupporttheincorporationofaDeafStudiescurriculuminDeaf
educationalsettingsmaybelabeledasadysconsciousaudistbecauseanactofopposingtheDeafStudies
curriculumlimitsDeafindividualsfromexpandingtheDeafperspectives.
ThissectionhasprovidedsomeinsightsintotheviewsoftheeightDeafadultsofDeafparentsontwo
topicsofdiscussion:SimultaneousCommunicationandtheDeafStudiesCurriculum.Thesimilarities
anddifferencesintheresponsesoftheeightDeafadultsofDeafparentswerenoted.Inmanyways,their
responseswerekaleidoscopic.Inthe
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broadestsense,thepersonalviewstheyexpressedwererelatedtoandshapedbytheformationoftheir
Deafconsciousness.NotalleightindividualshadastrongstanceintheirDeafcentricity,eventhoughallof
thempossessedsomedegreeofaDeafidentitythathadrootsintheirfamilialupbringings.Allofthem
werefluentintheuseofAmericanSignLanguage,yetsomesupportiveofSimComasaprimarymeansof
communicationintheDeafcommunity.
SomewerenotcomfortablewiththeimportanceofaDeafStudiesschoolcurriculumforfearthatit
mightcultivateindeafchildrenarebelliousattitudetowardhearingpeople,whiletheotherscherishedit
inhopesofhelpingdeafchildrenincreasetheirDeafconsciousness(andconfidence)inordertobecome
activeparticipantsinrightfullyseekingtheirplaceintheworld.DeafStudiesrecognizestheexistenceof
DeafCultureand,tovaryingdegrees,acceptsitasanimportantaspectofsocializationtostrengthenthe
processoflinguisticandculturaldevelopment.Theiractions,beliefs,views,andperceptionstowardthe
centralityofDeafidentity,alongwithAmericanSignLanguage,differedinsomerespects.
DeafadultsofDeafparentswhoarecollegeeducated,knowledgeableabouttheDeafWorld,andleaders
intheirendeavorssupposedlycomprisethemostprogressivegroupoftheDeafpopulation.They
functionasDeafbilingualbiculturalindividualswhoaccepttherealitiesofcoexistingwithhearing
people.TheweakeningoftheirDeafidentitieswaspresentinsomeofthemeventhoughallofthem
continuedtoseethemselvesasbigDDeaf,fluentusersofASL,andmembersofAmericanDeafCulture.
Undertheconstantsiegeofaudism,someofthem,evenwiththeirclearthinkingontheirDeafexperience
andtheirpositiveDeafupbringing,hadaweakenedresistancetoaudism.Thiswasdemonstratedbytheir
acceptanceofaudisticgeneratedpractices.Moreoftenthannot,theydidnotrealizethattheyhad
internalizedaudistvaluesandthatthesevalueshadalteredtheirperception.SucheffectsontheDeaf
consciousness,inwhichtheyacceptdominanthearingnormsandprivileges,maybebestdescribedas
dysconsciousaudism.

CriticalPiecesofEvidencefortheExistenceofDysconsciousAudism
TheconstantpressureofaudismontheDeafworldbroughtoutthesalientfeaturesofdysconscious
audisminsomeoftheDeafadultsofDeafparents.Figure13.3visuallydemonstratestheweakeningof
Deafidentitythroughthesiegeofaudism.Thecriticalpiecesofevidencefortheexistenceofdysconscious
audismemergedintheinterviewswiththeeightDeafadultsofDeafparents.Fromthefullstudy,
followingaresomeexamplesofdysconsciousaudismasdepictedintheirresponsestoquestionsonthe
causeofdysconsciousaudism.
DysconsciousaudismdisempowersDeafpeoplefrombecomingliberated.

LackoffullsupportforDeafStudiesprograms
LackoffullsupportforASL
Acceptanceofacurefordeafness

DYSCONSCIOUS AUDISM 231

DysconsciousaudismdisablesDeafpeoplefromexpressingDeafculturalpride.

Dangerofoffendinghearingpeople

BeliefthatheavyparticipationintheDeafcommunityislimiting

ThevalueofDeafStudiescoursesbeingquestioned
DysconsciousaudismintimidatesDeafpeopleandlimitstheirpromotionoftheDeaf
perspective.

Fearofchallenginghearingpeoplesauthority

Denialoftheimpactofaudismontheindividual

LackoffullsupportforDeafcentriccurricula
DysconsciousaudismhindersDeafpeoplefromattainingqualityeducation.

Supportforcommunicationmethodsfavoredbyhearingpeople

AcceptanceofEnglishbasedsigningsystem

ObsessionwiththeideaofEnglishmasteryasacriticalfoundationforeducation
DysconsciousaudismdeniesDeafpeoplefullacceptanceofASL.

BeliefintheparamountimportanceofEnglish

SupportofSimultaneousCommunication

TolerancefordifferentchoicesofcommunicationmethodswithDeaf
individuals
DysconsciousaudismweakensDeafpeopleinthedevelopmentoftheirDeafidentity.

Acceptanceofthetermhearingimpaired

Lackofresistancetothelabeldisability

Avoidanceoffightingbackagainstaudism
FewhearingpeopleunderstandwhatitmeanstotrulybeDeaf.TohaveaDeafidentityis
equivalenttoachievingastatusofhumanbeinginthefullestsense.TheweakeningoftheDeaf
identityoftencausesthemtofeellikelesserhumanbeingsandtobecomemorealientothe
hearingworldaswell.Itisironicthatdeafpeoplewhoareshapedintohearingpeopleareoften
lessconnectedtothehearingworldbecausetheybecomemarginalizedinthatsocietyaswell.
DiscriminationagainstDeafpeopletendstoincreasewhenDeafpeopleareperceivedinthe
medicalmodelofdeafness.Theculturalmodelofdeafness,ontheotherhand,definesDeaf
peopleascontributingmembersofAmericansociety;educatesDeafpeopletobefullycognizant
ofthedeepmeaningsoftheirrichDeafCulture;createsabetterenvironmentforDeafpeopleto
livein;andtransformstheirvoicesfromsilencetovibrancy,evenwiththefullblastofaudism
workingagainstthem.
BeingraisedbyDeafparents,theirlivesarestructuredataveryearlyageonthepositive
possibilitiesoftheirfuture,averysharpcontrasttotheoftennegativemessagepasseddownto
d/Deafchildrenraisedbyhearingparents,whoechothesentimentsof
232
Figure13.3.TheweakeningofDeafIdentity:dysconsciousaudism.

thelargerhearingsociety.Unlikethebarrierd/Deafchildrenofhearingparentsexperienceathome,
DeafchildrenofDeafparentsexperienceaccessiblecommunicationattheearlieststage.Thelivesof
successfulDeafadultsofDeafparentscouldunlocksomeofthemysteriesassociatedwithraisingd/Deaf
childrenbyprovidinghearingpeoplewithgreaterinsightsandperspectivesonissuesrelatedtoDeaf
identity,language,community/culture,andeducation.Needlesstosay,language,culture,andidentity
areinterconnectedandimportanttoapersonsexistence.ItisevenmoreimportanttoDeafpeoples
existencebecausetheygrowupandexperiencethelargersocietyinaminorityrole.
Thetheorizingofdysconsciousaudismhasstressedtheimportanceofunderstandingtheoppression,
barriers,anddiscriminationthatarecausedbyaudism.Animportantlinkbetweenaudismand
dysconsciousaudismcanbetracedtothepowerofhearingpeopleoverDeafpeopleinthedomainsof
education,medicine,law,andthemedia.WhenDeafpeoplegetachancetodealwiththoseissueswithin
theaforementioneddomains,theyoftenfindthemselvesbrushedasidebecausetheydonothavethe
poweranddonotevensharewithhearingpeoplethesamelanguageandcultureofpower.Thesefactors
haveseriousimplicationsfortheDeafcommunity,especiallywhentheimpositiononDeafpeopleof
hearingpeoplesdiscriminatoryviewsintensifiesandmanifestsintoaction,suchaswithcochlear
implants.Fromagreaterawarenessofdysconsciousaudism,anincreasingpowerofDeafdiscourse

couldresult.AgreaterDeafconsciousnessandstrongerstancetakenbyDeafpeoplemayensueand
influencetheDeafhearingdialogue.Deafpeoplemustbeclearontheirvaluesandpositionsbeforethey
initiatedialoguewithhearingpeopleonDeafmatters.
ArdenNeisser,ahearingwomanwithnopriorknowledgeoftheDeafworld,Deafpeople,anddeafness,
madeajourneyintoDeafAmericaintheearly1980sforseveral
DYSCONSCIOUS AUDISM 233

yearsbeforewritingabook,TheOtherSideofSilence:SignLanguageandtheDeafCommunityin
America.IntheProloguesectionofherbook,shestateswithbotheloquenceandmagnificenceher
thoughtsaboutDeafpeople:
Althoughthedeafliveinaworldwithoutsound,itisthesameworldweallinhabit.Totheproblemsoflivinginthe
environmenttheybringthefullrangeofhumanresourcefulness,intelligence,andingenuity.Theyhavecreatedfor
themselvesalanguagethatisnotonlycomparabletoalltheworldsgreatlanguages,butisperfectlyadaptedtotheir
livesandneeds.Theydonotspeculatelongaboutthenatureofsound,orthemechanicsofnormalhearing.Noliving
creatureorganizesitsbehavioraroundsomethingitdoesnthave.Thedeafperceivetheworldthroughskilledand
practicedeyes;languageisattheirfingertips.

10

ThelifestoriesandthoughtsoftheeightDeafadultsofDeafparentswouldhavebeenlostiftheyhadnot
11
beenwillingtoparticipateinculturetalking. Theiropennessabouttheirculturalupbringings
revealedtherichnessoftheirDeafexperiences.Theirvoicescamealiveandbroadenedourunderstanding
oftheirlivedexperiencesasDeafadultsofDeafparents.Inreturn,theyhadtimetoreflectontheir
understandingofWhoamI?Toooften,Deaflifestoriesarenotrecordedorconsideredimportantbythe
hearingworld.Asaresult,itisnearlyimpossibletopenetrateandpositivelyinfluencetheeducational
systeminwhicheducationalplanningfordeafchildrencouldbetterbeimplementediftheselifestories
wereconsidered.TheseeightDeafadultsofDeafparentsmayunderstandablynotbeindicativeofall
DeafadultsofDeafparents.Still,theyhavenotonlysuppliedbutalsoilluminatedvitalinformation
regardingthelivesandperspectivesofDeafadultsofDeafparentsintodaysworld.
Inconclusion,thefullrecognitionoftheDeafidentityisavitalstepformakingrealchangestoseethat
Deafpeoplearetreatedashumanbeingsandasfirstclasscitizensofthesocietiesinwhichtheylive.The
affirmationoftheDeafidentityenablesDeafpeopletogainconfidenceinchallengingaudistpractices.
Deafidentity,Deafcommunity/DeafCulture,ASL,andDeafcentriceducationmustberespectedand
affirmed.TopreventexposingDeafpeopletohearingethnocentricattitudes,hearingpeoplemustbe
consciousoftheirpastaction.Inordertocombataudism,hearingpeopleneedtoreachouttoDeafadults
forthedevelopmentofapartnershipbeforenavigatingfurtherintotheDeafworld.TheeightDeafadults
ofDeafparentsmustbeprofoundlythankedfortheircouragetoshareeverythingtheycouldforthis
humankind.WhattheyhavedoneisprovideamapwithwhichtobetterunderstandtheDeafexperience,
onethatwasdrawnupwiththeirownburgeoningconsciousnessoftheeffectsofdysconsciousaudism.

Notes
1.JoyceKing,DysconsciousRacism:TheCulturalPoliticsofCritiquingIdeologyandIdentity,inCriticalWhite
Studies:LookingBehindtheMirror,ed.RichardDelegadoandJeanStefancic(Philadelphia:TempleUniversityPress,
1998),12832.
2. WorldAroundYou,interviewwithRachelStone,ALuckyOneRemembers,September2005,
http://clerccenter.gallaudet.edu/WorldAroundYou/marapr2000/interviews.html.
3. ThesevariousWebsiteshavebeencollectedintoasinglesite,whichmaybeaccessedathttp://
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4.5.
6.7.
8.9.
10.11.
www.deafnotes.com.Deafnotes,UnfairFiringofCaliforniaSchoolfortheDeafRiversideSuperintendent(June
2001),http://www.deafnotes.com/bb/ubb/Forum3/HTML/000085.html.HDirksenL.Bauman,Audism:Exploring
theMetaphysicsofOppression,JournalofDeafStudiesandDeafEducation9,no.2(2004):23946.
DouglasBaynton,ForbiddenSigns:AmericanCultureandtheCampaignagainstSignLanguage(Chicago:Universityof
ChicagoPress,1996);PaddyLadd,UnderstandingDeafCulture:InSearchofDeafhood(Clevedon,UK:Multilingual
Matters,2003);HarlanLane,RobertHoffmeister,andBenjaminBahan,AJourneyintotheDeafWorld(SanDiego:
DawnSignPress,1996);OwenWrigley,ThePoliticsofDeafness(Washington,D.C.:GallaudetUniversityPress,1996).
EdnaLevine,ThePsychologyofDeafness:TechniquesofAppraisalforRehabilitation(NewYork:ColumbiaUniversity
Press,1960);HarlanLane,TheMaskofBenevolence:DisablingtheDeafCommunity(SanDiego:DawnSignPress,1999).
EugenieNicoleGertz,DysconsciousAudismandCriticalDeafStudies:DeafCritsAnalysisofUnconscious
InternalizationofHegemonywithintheDeafCommunity(PhDdiss.,UniversityofCalifornia,LosAngeles,2003).This
isalsothesourceforfollowingquotationsfromtheeightadultDeafchildrenofDeafparents.
KatherineJankowski,DeafEmpowerment:Emergence,Struggle,andRhetoric(Washington,D.C.:GallaudetUniversity
Press,1997);Lane,MaskofBenevolence.
GloriaMarmorandLauraPetitto,SimultaneousCommunicationintheClassroom:HowWellIsEnglishGrammar

Represented?SignLanguageStudies23(1979):99136;CharlotteBaker,HowDoesSimComFitintoaBilingual
ApproachtoEducation?inProceedingsoftheSecondNationalSymposiumonSignLanguageResearchandTeaching,
ed.FrankCaccamiseandDoinHicks(SilverSpring,Md.:NationalAssociationoftheDeaf,1980),1326;Charlotte
BakerShenk,Sociolinguistics:SimultaneousCommunication,inGallaudetEncyclopediaofDeafPeopleand
Deafness,vol.3,SZIndex,ed.John.V.vanCleve(NewYork:McGrawHill,1987),17679.
ArdenNeisser,TheOtherSideofSilence:SignLanguageandtheDeafCommunityinAmerica(NewYork:AlfredA.Knopf,1983),
5.
ThetermculturetalkingiselaboratedbyTomHumphriesinthisvolume.