1 00:00:00,000 --> 00:00:03,400 “Seizing Academic Power: Creating Deaf Counternarratives with Commentary” 2 00:00:03,540 --> 00:00:06,880 [Raychelle, a white, slim woman with long, wavy light brown hair, wearing a dark taupe button-up shirt. Background screen is black.] 3 00:00:06,960 --> 00:00:14,480 Hello! I’m Raychelle Harris. Some of you may remember my prior video article, Seizing Academic Power: Creating Deaf Counternarratives. 4 00:00:14,600 --> 00:00:23,520 Some of you may have heard of the video, but haven’t seen it; some of you may not yet know of the video. Either way, I will go ahead and sum up what happened. 5 00:00:23,780 --> 00:00:31,480 I posted the original video this past Sunday night, and by the next morning, the video had rapidly been spread. 6 00:00:31,480 --> 00:00:34,700 I truly didn’t expect the video to become so popular so quickly! 7 00:00:34,700 --> 00:00:38,540 However, a couple of people then contacted me with some concerns. 8 00:00:38,540 --> 00:00:42,840 I immediately wanted to find out their thoughts, and they went on to share with me that there were some errors in the video. 9 00:00:43,020 --> 00:00:53,640 My producer, Summer Crider Loeffler, and I then regrouped, discussed the errors, and decided that it was best for us take down the video. 10 00:00:53,640 --> 00:00:58,280 We did not like the idea of the video nearly becoming viral with errors, and subsequently removed the video. 11 00:00:58,280 --> 00:01:04,480 Afterwards, we gathered more feedback, did some self-reflection, and then identified the problems in the footage. 12 00:01:04,480 --> 00:01:09,620 I admittedly did have some intuitive feelings that some of the content was rather sticky, but I still moved forward with publishing the footage. 13 00:01:09,620 --> 00:01:16,180 For that, I take full responsibility, as well as full responsibility for the errors in the content. 14 00:01:16,180 --> 00:01:23,880 In all, this was a really positive learning experience for me, and I appreciated learning from those who contacted me. 15 00:01:23,880 --> 00:01:28,880 I’m grateful and appreciative to those who let me know about the issues in the video, or discussed the video openly where I could witness the discussions and learn from them. 16 00:01:28,980 --> 00:01:31,080 Really: thank you. 17 00:01:31,080 --> 00:01:37,460 Now, some of you may be wondering what exactly I learned, or what was wrong with the original footage, that you did not notice anything when you watched it— 18 00:01:37,460 --> 00:01:45,260 but not to worry, I will go ahead and explain in-depth for those who are still asking what went wrong. 19 00:01:45,260 --> 00:01:53,040 I have edited out the errors in the original footage and replaced it with new, updated footage. 20 00:01:53,040 --> 00:01:59,500 I’ve left one original part of the erroneous footage so that it can be juxtaposed with added footage 21 00:01:59,500 --> 00:02:07,780 that explains why the prior information was wrong, adding in correct information with explanations. 22 00:02:07,960 --> 00:02:15,360 From there in out, the original footage resumes with some parts edited out as explained by the added footage. 23 00:02:15,360 --> 00:02:20,640 I really want to thank you all for your patience and your support. 24 00:02:20,640 --> 00:02:25,020 I know it was confusing and disorienting for the video to have been released and shared widely, only to be removed; 25 00:02:25,120 --> 00:02:28,240 and that many people started developing all kinds of worst-case scenarios about what occurred. 26 00:02:28,240 --> 00:02:30,780 Summer and I both voluntarily decided ourselves to remove the video. 27 00:02:30,780 --> 00:02:33,740 No one commanded us or threatened us to do this– really, no one. 28 00:02:33,740 --> 00:02:37,320 The two of us truly decided that we wanted to remove the video on our own, 29 00:02:37,320 --> 00:02:41,160 feeling put off that we produced something with wrong information, and wanted to remove our work. 30 00:02:41,160 --> 00:02:42,980 Again, we voluntarily decided to do this. 31 00:02:43,460 --> 00:02:44,460 [Text in video: white font against black background.] 32 00:02:44,460 --> 00:02:53,000 The Seizing Academic Power: Creating Deaf Counternarratives video article was previously posted online in early January with ASLized. The author, Raychelle Harris, and the producer, Summer Crider Loeffler decided to take the video down after approximately a day, due to some concerns about our video article. We wish to thank and honor those who taught us important lessons, and those who openly debated some problematic aspects of the video article so we could reexamine the video article more closely. 33 00:02:53,000 --> 00:03:03,720 Raychelle presents here the edited version, reflecting a more culturally respectful product. Raychelle will mention which sections ended up on the cutting room floor, and why, so others, particularly privileged people, can learn from her journey. The final, stand-alone, edited copy of the Seizing Academic Power: Creating Deaf Counternarratives will appear on ASLized! in early February, along with captions, image/text descriptions as well as a transcript. Thank you very much for your support and patience. 34 00:03:04,760 --> 00:03:10,180 [Background graphics of different shapes in a gradient of green colors, with white text font. Text: Seizing Academic Power: Creating Deaf Counter Narratives.] 35 00:03:10,380 --> 00:03:13,300 [Raychelle, a white, slim woman with shoulder-length wavy light brown hair, wearing a dark taupe button-up shirt. Background screen is black.] 36 00:03:13,540 --> 00:03:18,520 Hello, I'm Raychelle Harris. Today's presentation is titled, "Seizing Academic Power: Creating Deaf Counternarratives". 37 00:03:18,760 --> 00:03:25,520 [Image: Special effects, green stripes with "Academic Power" in blue]. 38 00:03:26,560 --> 00:03:33,520 Before we jump into the presentation, we need to discuss the term, 'counternarratives'. 39 00:03:33,760 --> 00:03:35,720 [Footage transitions into Raychelle against a black screen with longer hair, signaling the added-in footage.] 40 00:03:35,720 --> 00:03:43,480 One of the main mistakes I made- a very important one to point out to all of you- were racial analogies. 41 00:03:43,480 --> 00:03:49,000 I truly have learned from this mistake. Now, I already knew about racial analogies being wrong, 42 00:03:49,000 --> 00:03:54,980 but I still went ahead and made them. For that, I am very, very sorry, and take full responsibility for having done so. 43 00:03:54,980 --> 00:03:58,600 [On left of screen - Image description: There are four boxes. The first box depicts "Generous Offers" Through History. A person is holding up a sign, "We want land". Another person is seen storming off, saying "Ok, if you're going to get greedy about it... Forget it!" 44 00:03:58,600 --> 00:04:01,080 The second box: A map of the USA with very few partially shaded areas (showing the locations of Native American reservations) as opposed to "White Settlers" which has pretty much the whole map. Third box: South Africa, with Native Africans (Bantustans) and White Settlers. There's very little land for Bantusans. 45 00:04:01,080 --> 00:04:03,200 Fourth box: Middle East, with Native Palestinians and Israeli Settlers, with Native Palestinians having very little land.] 46 00:04:03,200 --> 00:04:07,120 [Text list appears at left of screen. Text reads: Indigenous Communities. Maori (Cram, Ormond, & Carter 2004]; African Botswana Community (Chilsa, 2005); Eastern Canadian Natives (Mi’kmaq College Institute, 200); Australasians (Australasian Evaluation Society, Inc., 2006); Navajo People (Brugga & Missaghian, 2003); Australian Aborigines (Gilmore & Smith, 2005); Alaskan Natives (Gilmore & Smith, 2005)] 47 00:04:07,280 --> 00:04:11,820 I specifically used examples from Indigenous communities and other People of Color groups, taking their resources and information about them to compare with the Deaf community. 48 00:04:11,820 --> 00:04:16,340 I thought it was fine for me to do this because I am a member of the Deaf community, I’m culturally Deaf, I use sign language, and so forth. 49 00:04:16,340 --> 00:04:22,100 But- I am not Indigenous or a Person of Color. I will never understand what it’s like to go through the violence, the systems (of oppression) they experience, 50 00:04:22,100 --> 00:04:25,180 and many more horrible incidents. I have never experienced those, and I never will: 51 00:04:25,180 --> 00:04:30,080 and for me to go ahead and discuss those experiences, to make analogies with those experiences was wrong. 52 00:04:30,220 --> 00:04:34,020 I have really learned to respect those experiences. While I can learn from and discuss those experiences, 53 00:04:34,020 --> 00:04:39,440 I cannot take those experiences and discuss them in comparative analogies. No- never. 54 00:04:39,440 --> 00:04:45,520 I must respect those groups and their experiences. However, I can definitely discuss the Deaf experience, of course! 55 00:04:45,520 --> 00:04:49,600 And what analogies can I use? Deaf and hearing people. For example: 56 00:04:49,600 --> 00:04:54,520 [Image: Famed cartoon by Maureen Kluzsa, The Greatest Irony. Two seated babies are wearing bonnets and diapers. The baby on the left has text and an arrow that designates the baby as “Deaf baby.” The baby is depicted as distressed and with a single tear falling down their cheek as their wrists are handcuffed. To the right is the baby designated as “Hearing baby,” who is signing the “I love you” sign, while smiling and laughing.] 57 00:04:54,520 --> 00:05:00,680 This image is an example of a counternarrative. Do I have to use racial analogies to expand on what I mean by “counternarrative”? 58 00:05:00,680 --> 00:05:07,880 No, not at all. I can easily use this image as an example of a counternarrative because of how it challenges the master narrative of 59 00:05:08,040 --> 00:05:13,620 researchers, doctors, teachers, school administrators who warn parents of Deaf children against signing with them, framing the choice of sign language as 60 00:05:13,820 --> 00:05:27,480 “ruining” Deaf children’s language development, of the choice causing cognitive delays. This narrative has been a dominant narrative for many, many years, 61 00:05:27,560 --> 00:05:37,940 and have ruined many Deaf children’s learning processes, with many of them struggling for access. This illustration, then, counters the imposed master narrative 62 00:05:38,120 --> 00:05:48,220 by pointing out the widespread trend of teaching hearing babies sign language in order to help their language and cognitive development. 63 00:05:48,400 --> 00:05:57,740 Yet… the master narrative said the same approach with Deaf children will cause them harm. But both the Deaf and hearing babies are just that: babies. 64 00:05:57,880 --> 00:06:02,580 And the hearing baby’s language development is encouraged via sign language, yet denied for the Deaf baby- and it truly does not make sense. 65 00:06:02,580 --> 00:06:05,780 Therefore, this illustration challenges this master narrative in a very clear way. 66 00:06:05,780 --> 00:06:10,480 Again, did I have to resort to racial analogies to make my point? No, not at all- I really did not have to do that. 67 00:06:10,480 --> 00:06:11,880 [Raychelle resumes signing, video fades to black.] 68 00:06:12,120 --> 00:06:16,100 [Image: Black screen with text in white. Text: "And now the rest of the video continues, with racial analogies edited out." (Last two words are in italics)] 69 00:06:16,100 --> 00:06:17,420 [Image: Screen is completely black.] 70 00:06:17,560 --> 00:06:20,020 [Raychelle, a white, slim woman with medium, wavy light brown hair, wearing a dark taupe button-up shirt. Background screen is black.] 71 00:06:20,160 --> 00:06:22,340 [Image: A plain tan-orange, old-looking textbook with the title "The Psychology of Deafness" visible, there are more words but the font is too small to read] 72 00:06:22,340 --> 00:06:26,140 This book was a bestseller at an international level. People used it for their work... 73 00:06:26,140 --> 00:06:32,100 those people were teachers, psychologists, administrators, supervisors, speech therapists, audiologists and more. 74 00:06:32,100 --> 00:06:40,660 This book was required for graduate school, universities, training, graduate and undergraduate classes ubiquitously. 75 00:06:41,980 --> 00:06:44,240 This book was first published in 1957. 76 00:06:44,440 --> 00:06:46,260 [Text: 1957 in large font with animation] 77 00:06:46,360 --> 00:06:49,980 The book sold out! A reprint was ordered in 1960. 78 00:06:49,980 --> 00:06:52,700 [Text: 1960 in large font with animation] 79 00:06:52,700 --> 00:06:58,660 A second edition of this book was published in 1964. This book was popular and sales were high! 80 00:06:58,660 --> 00:07:01,460 [Text: 1964 in large font with animation] 81 00:07:01,820 --> 00:07:07,820 1964 isn't very long ago, isn't it? Classes would require this textbook way into late 1970s. 82 00:07:10,160 --> 00:07:17,000 The underlying message of this book is: Deaf people can't. Deaf people are limited, their brain capacity 83 00:07:17,000 --> 00:07:22,080 cannot function beyond a specific level, and no amount of teaching will make a difference. 84 00:07:22,080 --> 00:07:27,580 In other words, this book basically said it was worthless trying to teach deaf people. Their cognition is retarded. 85 00:07:27,580 --> 00:07:29,520 [Text: "retarded" appears in a typewriter-type of animation] 86 00:07:30,180 --> 00:07:38,440 That book included a summary of different tests done on deaf people saying that deaf people are… 87 00:07:38,440 --> 00:07:49,040 [Text: retarded, limited, inferior, deficient, problematic, immature, deficient, remedial, hypomaniac, dependent, schizoprenic, belligerent, neurotic and negative] 88 00:07:49,040 --> 00:07:50,880 [Image: Same old tan/orange book photo from earlier] 89 00:07:51,120 --> 00:07:54,560 This book was widely used, over a long span of time. 90 00:07:54,560 --> 00:08:02,420 The last publication was in 1964, second edition-- however, in our interviews with people, they remembered this book 91 00:08:02,420 --> 00:08:08,260 being required reading in their classes during the 1980s at Gallaudet College - when it was a college. 92 00:08:08,260 --> 00:08:12,800 The graduate program in deaf education (they had a different name back then) required this book. 93 00:08:12,800 --> 00:08:19,300 Imagine deaf students taking a course and having to read this required book? Thumbing through the book, 94 00:08:19,300 --> 00:08:22,600 deaf students would learn that they are cognitively limited and that they are retarded. 95 00:08:22,600 --> 00:08:25,380 There are so many diagnoses and labels thrown at deaf people in this book. 96 00:08:26,100 --> 00:08:32,580 That book is one example of a very powerful master narrative about the Deaf community. 97 00:08:32,840 --> 00:08:40,300 This book indoctrinated people in how they perceived deaf people and their beliefs about deaf people. 98 00:08:40,400 --> 00:08:45,560 As teachers enter classrooms to teach deaf children, they are thinking, it's worthless teaching them, but might as well try... trying is better than not trying. 99 00:08:45,560 --> 00:08:48,680 They are thinking - teach deaf children how to survive- by finding a menial job... 100 00:08:48,680 --> 00:08:51,740 because they will never become geniuses, doctors, lawyers, or pilots-- impossible. 101 00:08:53,420 --> 00:09:00,480 Feeling furious? Me too. When I read the book, I couldn't believe how dangerous this book was for our community. 102 00:09:00,800 --> 00:09:06,760 What do we do? How do we prevent this from happening? How do we stop this type of very harmful master narrative from spreading? 103 00:09:07,000 --> 00:09:10,940 [Image/text: "How to Seize Academic Power" in white/blue font among green shapes/animation in the background] 104 00:09:11,708 --> 00:09:18,028 The first category: "Recognize & Resist" [Image: Green animation and text in the background] 105 00:09:18,028 --> 00:09:30,608 First, we need to be able to recognize master narratives. If we aren't able to recognize master narratives, then how can we resist master narratives? 106 00:09:31,000 --> 00:09:38,380 By recognizing master narratives, we are able to resist the damaging discourse and replace these with counternarratives. 107 00:09:38,380 --> 00:09:43,720 By recognizing and resisting, we are challenging the master narrative - that's the first category. 108 00:09:44,100 --> 00:09:48,460 The first subcategory under "Recognize & Resist" is 1) Resist Outsider's Theories and Labels [Image: Green animation/background]. 109 00:09:49,180 --> 00:09:57,460 Resist outsider's attempts to label or define you. If they attempt to do so, resist by saying that is not how you would define or label yourself. 110 00:09:57,460 --> 00:10:05,300 A classic example is "hearing impaired". [Image: White ear symbol with a cross over it on blue background] 111 00:10:05,300 --> 00:10:12,980 Are you calling me hearing impaired? Well-- hey there-- time out. I'm impaired? I can't? I'm deficient? I have a problem? I have to be fixed? 112 00:10:12,980 --> 00:10:18,120 Whoa there-- time out. I'm proud to be deaf. I am resisting their labels by not accepting how they define me. 113 00:10:18,300 --> 00:10:21,700 I am educating them about how I want to be described. This resistance will multiply and help contribute to positive change. 114 00:10:21,820 --> 00:10:23,420 That's one example of resisting outsider's theories and labels. 115 00:10:23,420 --> 00:10:27,880 The second subcategory under "Recognize & Resist" is 2) Recognize Epistemologies [Image: Green animation/background]. 116 00:10:27,880 --> 00:10:37,480 Epistemologies refer to "knowledge". Western epistemologies do not really apply to us, hearing epistemologies makes more sense. 117 00:10:37,660 --> 00:10:43,420 Hearing epistemologies has been shared over many generations, and often has been forced upon us and our community. 118 00:10:43,420 --> 00:10:47,680 We often have to remind them that we have a different way of life and experiences. 119 00:10:47,680 --> 00:10:58,420 Here's one example: A Deaf charter school was housed on a hearing school campus, using same buildings, facilities such as the gym and library. 120 00:10:58,420 --> 00:11:03,680 There were scheduling agreements on facility usage. The hearing school had rules that the deaf school needed to follow. 121 00:11:03,680 --> 00:11:09,220 One rule was when students transitioned from a building to another building, they would need to walk in a straight line, typical of a K-8th school. 122 00:11:09,220 --> 00:11:13,580 Since the Deaf charter school was housed on the same campus, they needed to follow the same rule. 123 00:11:13,580 --> 00:11:20,260 The agreement was mutual. As time went on, the teachers at the hearing school started having concerns about Deaf students' inability to stay in a straight line. 124 00:11:20,260 --> 00:11:25,840 Seems their behavior couldn't be controlled? Were they having behavioral issues? 125 00:11:25,840 --> 00:11:36,380 The hearing school decided to inform the Deaf charter school about their concerns, specifically the Deaf students' inability to stay in a straight line, unlike their hearing counterparts who would stand impeccably in a straight line. 126 00:11:36,380 --> 00:11:41,700 The Deaf charter school employees took their concerns seriously and debated ideas on how to improve their students' ability to walk in a straight line. 127 00:11:41,700 --> 00:11:49,480 The discussions led to a profound paradigm shift. When standing in a line, where are the eyes? Standing in lines is a hearing construct, a part of hearing epistemology. 128 00:11:49,480 --> 00:11:54,640 Deaf people must have their eyes aligned with each other, where sighted space overlaps. 129 00:11:54,640 --> 00:12:00,300 They studied Deaf students walking in line, they were falling out of place because they had to shift their shoulders in order to communicate with the person behind or in front of them. 130 00:12:00,300 --> 00:12:09,200 This was a profound breakthrough! They came up with a solution rather than refuse to work with the hearing school. Double lines was agreed upon. 131 00:12:09,200 --> 00:12:14,960 The Deaf students were able to make eye contact and chat on way to their next location without having to shift their shoulders! 132 00:12:14,960 --> 00:12:20,200 The double lines for Deaf students were explained to the hearing school, along with a brief education about visual (signing) culture. 133 00:12:20,200 --> 00:12:26,380 They were astounded and grateful about the lesson learned regarding hearing and Deaf epistemologies. 134 00:12:26,740 --> 00:12:32,960 The third subcategory under "Recognize & Resist" is 3) Recognize (Academic) Gatekeeping Techniques [Image: Green background/animation] 135 00:12:32,960 --> 00:12:38,420 Not only academic gatekeeping-- there are gatekeeping techniques everywhere. 136 00:12:38,420 --> 00:12:47,400 Some gatekeeping techniques include allowing only good friends in, and not allowing strangers or people one may not be too fond of, perhaps because they look different, act differently, or talk differently. 137 00:12:47,400 --> 00:12:55,780 Admission is "controlled". Here's one example. A publication was originally submitted to another journal, a Deaf journal. 138 00:12:55,780 --> 00:12:59,900 We submitted our article, and it was immediately rejected with major revisions. 139 00:12:59,900 --> 00:13:02,700 We wanted to know why. This is an actual sentence from the editors of the journal: 140 00:13:02,700 --> 00:13:08,860 [Text: "...must the history of hearingness be repeatedly bashed over the reader's head?"] 141 00:13:08,860 --> 00:13:17,600 We were astounded and taken aback. We knew the importance of history in documenting pattern-based evidence and supporting the claims made in our article, 142 00:13:17,740 --> 00:13:21,360 justifying the reasons for a specific set of research ethics to protect the ASL/Deaf community. 143 00:13:21,360 --> 00:13:27,380 Authors of academic pieces know the importance of setting up a trail of historical evidence leading up to their theoretical claims and constructs. 144 00:13:27,380 --> 00:13:36,460 The editors who turned down our article felt that our emphasis on historical anecdotes of hearing researchers taking advantage of Deaf people were excessive and completely unnecessary. 145 00:13:36,460 --> 00:13:43,920 They wanted us to scale down the amount of examples and the tone of our writing. We were shocked-- however, we conceded. 146 00:13:43,920 --> 00:13:48,940 We toned down the tone of the article according to their feedback and resubmitted. They rejected the submission again, asking us to tone the article down even more. 147 00:13:48,940 --> 00:13:54,940 We toned it down so much that we felt the article was watered-down, and we were nauseated by the process. We resubmitted the article for the third time, and they rejected it again! 148 00:13:54,940 --> 00:14:05,420 We were fed up and decided to go with another Deaf journal, submitting the original article we wrote, with all the historical anecdotes justifying our claims. 149 00:14:05,680 --> 00:14:11,200 Our original article was approved on our first try! This experience hit us.... 150 00:14:11,340 --> 00:14:13,580 this is an example of academic gatekeeping! 151 00:14:13,580 --> 00:14:21,460 Recognize those types of gatekeeping techniques and resist by moving to another one, and by not supporting the gatekeepers through a subscription or purchase. 152 00:14:21,460 --> 00:14:30,240 [Text: The second category - Seize & Carve, in green large font and animated]. 153 00:14:30,240 --> 00:14:34,240 By seizing and carving, we are making a permanent mark; a metaphor for change. 154 00:14:34,240 --> 00:14:37,960 [Image/text: Reframing in green font, with green background and animation]. 155 00:14:37,960 --> 00:14:43,800 This anecdote reminds me of National Association of the Deaf's Monographs. On the side, there would be a photo of the author and their background. 156 00:14:44,020 --> 00:14:47,720 [Image: NAD logo with NAD in orange-red font inside a blue circle on a white background]. 157 00:14:47,940 --> 00:14:58,280 That section describing the author's background tends - have you noticed? - to include the author's decibel level, for example, right ear 90, left ear 110. 158 00:14:58,280 --> 00:15:02,180 [Image: An audiogram in white, on black background, showing a dip in decibels near right of the chart] 159 00:15:02,180 --> 00:15:06,400 Then the "cause" of the "deafness" would also be mentioned, for instance, meningitis, birth or gradual hearing loss. 160 00:15:06,400 --> 00:15:11,760 This type of writing shows there is a different way of framing one's background as deficient, problematic, broken or being proud of being deaf. 161 00:15:11,760 --> 00:15:18,840 What would our author's backgrounds be framed as if we were to challenge the master narrative? Certainly a shift towards a positive, cultural frame of our identity. 162 00:15:19,520 --> 00:15:24,720 [Text/Image: Privileging knowledge and Primacy of Experience, in green animated background]. 163 00:15:25,360 --> 00:15:31,440 When you see academic publications, you tend to see parentheses and a name & year inserted in middle, for example, (Jones, 2005). 164 00:15:31,440 --> 00:15:36,620 Authors are expected to cite publications in their writing, also called citing the "literature". 165 00:15:36,620 --> 00:15:41,800 Citing, or in other words, mentioning other people and what they say, and then you say something, then make a point about two other people saying something 166 00:15:41,800 --> 00:15:47,920 that could be synthesized into one new theory, and so on. That's pretty much how you write academically. 167 00:15:47,920 --> 00:15:52,620 The academic English writing culture is deeply rooted in citing other people's work. 168 00:15:52,620 --> 00:15:58,660 Now, let's think about the Deaf community, our culture, and ASL... are there plentiful of publications by us and with us? 169 00:15:58,660 --> 00:16:04,060 How do we cite our own? We're trapped in this academic expectations cycle by having to cite mainly academic publications. 170 00:16:04,060 --> 00:16:08,900 This is a quagmire where there aren't enough publications by our own people and we're yet still expected to cite people's work. 171 00:16:08,900 --> 00:16:14,140 More importantly, we know so many Deaf people in our community that are absolutely, incredibly experienced and brilliant. 172 00:16:14,140 --> 00:16:18,840 Our interviews with those brilliant and experienced Deaf community experts should be equivalent to, or supersede academic publications. 173 00:16:18,840 --> 00:16:28,600 Set aside the academic cultural rule that we are to cite publications by privileged people, and honor those with direct and authentic experiences, and many different types of experiences. 174 00:16:28,600 --> 00:16:41,780 All that is related to "primacy" of literature... or in this case, "primacy" of knowledge and experience, regardless of the number of publications or a terminal degree. 175 00:16:41,780 --> 00:16:44,800 They, to a degree, truly have a terminal degree in Deaf knowledge! Honor those individuals. 176 00:16:44,800 --> 00:16:47,160 [Image/text: Language of Publication & Press in green animated font/background]. 177 00:16:47,160 --> 00:16:53,120 The language of academic publication is generally in English. Lately, more people are publishing in English AND presenting in ASL - 178 00:16:53,120 --> 00:17:01,780 perhaps at conferences or at different venues. Why does the publication route have to always start with English first? 179 00:17:01,780 --> 00:17:10,720 Do you realize that means the first people who has access to this information are usually hearing, privileged people who are fluent and comfortable with academic English. 180 00:17:10,720 --> 00:17:17,300 Those people, having first access to the content, are able to participate in dialogue about the constructs presented in the paper first. 181 00:17:17,300 --> 00:17:22,820 Our community and cultural members are inadvertently neglected and set aside in this process. 182 00:17:22,820 --> 00:17:27,120 To honor our community and culture, we should strive to publish first in our language. 183 00:17:27,120 --> 00:17:32,620 Publishing our work in ASL first allows our community and culture to access the information first, and participate in a productive dialogue about the constructs presented in our articles. 184 00:17:32,620 --> 00:17:38,120 After our community has explored the article thoroughly, then submit the article in English to a journal. 185 00:17:40,100 --> 00:17:43,980 [Image/text: Third category - "Negotiate" in green animated font] 186 00:17:43,980 --> 00:17:47,240 [Image/text: First subcategory, "Ownership & Profit" in green animated font/background] 187 00:17:47,240 --> 00:17:56,220 Often hearing and/or incompetent signers tend to interview and collect data from Deaf people, their language, Deaf community and Deaf culture. 188 00:17:56,220 --> 00:17:58,920 [Image: Dollar bills are fluttering around] 189 00:17:58,920 --> 00:18:04,020 Then the hearing and/or incompetent signer makes some profit off their publication, increase their prominence in their academic field, and assume 190 00:18:04,020 --> 00:18:08,700 ownership of the data about Deaf people and their language. Who owns the knowledge about Deaf people and ASL? The Deaf community! 191 00:18:08,700 --> 00:18:13,620 So we, as Deaf people need to become negotiators when being asked to participate in research. Ask questions! 192 00:18:13,620 --> 00:18:17,680 Are Deaf people on your research team? Are you the sole hearing researcher? Or are there three hearing researchers? 193 00:18:17,680 --> 00:18:20,760 Where are Deaf people like me on your team? Negotiate, and refuse participation until Deaf people are on the research team. 194 00:18:20,760 --> 00:18:24,800 Emphasize the importance of having Deaf researchers on the team, so the Deaf participants will be more comfortable to share genuine, authentic Deaf perspective. 195 00:18:24,800 --> 00:18:36,300 One classic anecdote regarding research about teaching sign language to primates - hearing people would do the teaching, however, there were numerous Deaf people hired to teach too, 196 00:18:36,300 --> 00:18:42,380 but the recognition of the work went to hearing people. They also received honors, praise and accolades for their work. 197 00:18:42,380 --> 00:18:50,400 There was very high turnover for Deaf employees, due to different reasons such as low wages, lousy hours, and menial service work with very little or no compensation. 198 00:18:50,400 --> 00:18:58,280 This scenario is, unfortunately, not uncommon. Be sure to negotiate your terms with them from the start. 199 00:18:59,600 --> 00:19:02,380 [Image/text: In Front and/or Teams in green animated font/background] 200 00:19:02,380 --> 00:19:09,140 Research teams is an essential concept. The older, traditional model has one person on the top, with a hierarchical structure for the remaining members. 201 00:19:09,140 --> 00:19:11,620 [Image: A pyramid of white shaped people standing on top of each other, with one on the top] 202 00:19:11,620 --> 00:19:14,820 The person on top is typically hearing and male. 203 00:19:14,820 --> 00:19:20,500 The more culturally appropriate model would be a team concept, where everyone has equal status, with perhaps two leaders, one being Deaf and the other being hearing. 204 00:19:20,500 --> 00:19:26,300 Or a scenario where there is a Deaf leader, and a mix of Deaf and hearing researchers participating in and consulting on the direction of the research project. 205 00:19:26,300 --> 00:19:33,380 eaf-led research teams are crucial in keeping the research process genuine, honest and authentic. 206 00:19:34,900 --> 00:19:50,700 Finally, counter narratives are "attempts to rewrite and reright existing and often damaging academic research" (Gilmore & Smith, 2005, p. 71). 207 00:19:50,700 --> 00:19:59,180 Academic research has done a great deal of damage towards our culture, language and children... 208 00:19:59,300 --> 00:20:04,360 particularly our children who were and are being intentionally deprived of accessible language within our current educational system. 209 00:20:04,360 --> 00:20:09,340 Our job is to continue to challenge the master narrative and replace the narrative with OUR counter narrative. 210 00:20:09,720 --> 00:20:36,380 [Text: References. Full references are listed in the section below the YouTube video] 211 00:20:36,460 --> 00:20:38,160 [Text: Images derived from Google Images compliant with Copyright and Fair use under non-profit, educational media.] In the YouTube description box is the following information: Raychelle is honored by this opportunity to distribute this captioned video to a large audience through ASLized! platform - thanks ASLized! Not only that, thanks also go to ASLChoice for the use of their studio and equipment in filming this production. History: The older sections of this video (Raychelle with medium-length hair) was filmed during Fall 2012 and posted in the evening of January 4, 2015. Summer and I were notified of some errors, and we took the video down in the morning of January 6, 2015. An addendum including an apology and discussion of Raychelle’s errors was added to the video (Raychelle with longer hair), along with some edits (removed clips) and uploaded on January 10, 2015. The final, stand-alone version of Seizing Academic Power: Creating Deaf Counternarratives will be posted early February. Raychelle is humbly aware no work is perfect, and that even though she tries to make sure the information is accurate; she is aware elusive errors and regression do lurk in her work. Raychelle asks for the opportunity to continue to correct/improve her work, including any accessibility issues (e.g. image/text descriptions, transcripts and more). Raychelle welcomes all suggestions and ideas on improving her work, including minimizing and removing any promotion of privileges for white, sighted, abled, educated & literate deaf-signing persons. Raychelle can be contacted at her work email: raychelle.harris@gallaudet.edu. The context for this video article has been presented in slightly different variations at/in the following venues: 1) Association for College Educators of Deaf and Hard of Hearing conference, February 26, 2005: Myklebust - Master Narrative 2) Application for ASL/Deaf Studies Faculty position, Gallaudet University, March 31, 2008: Research ethics 3) Sign Language Studies, 2009, Volume 9, Issue 2: Research ethics 3) Deaf Studies MA cohort, Gallaudet University, November 30, 2011: Research ethics 4) ASLFest! Austin Community College, March 2, 2012: Myklebust - Master Narrative This video article was inspired by many of the ideas and concepts already discussed by other brillant authors, and we would like to honor them by listing them below: Chilisa, B. (2005). Educational research within postcolonial Africa: A critique of HIV/AIDS research in Botswana. International Journal of Qualitative Studies in Education, 18, 659-684. Cram, F., Ormond, A., & Carter, L. (2004). Researching our relations: Reflections on ethics and marginalization. Paper presented at the Kamehauneha Schools 2004 Research Conference on Hawaiian Well-being. Kea’u, HI. Duchesneau, S. & McCullough, C. (2006, August 28). Walking on Eggshells: Deaf and Hearing in Consultation. ASC on the Couch. Retrieved August 28, 2006, from http://www.ascdeaf.com/blog/?p=136 Erting, C. (2003). Signs of Literacy: An ethnographic study of American Sign Language and English literacy acquisition. In B. Bodner-Johnson & M. Sass-Lehrer (Eds.), The young deaf or hard of hearing child: A family-centered approach to early education (pp. 455-467). Baltimore, MD: Paul H. Brookes Publishing Co. Gilmore P. & Smith, D. (2005). Seizing academic power: Indigenous subaltern voices, metaliteracy, and counter narratives in higher education. In T. McCarty (Ed.), Language, Literacy, and Power in Schooling. Mahweh, NJ: Lawrence Erlbaum Associates. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge. Ladd, P. (2003). Understanding deaf culture: In search of deafhood. Tonawanda, NY: Multilingual Matters, Ltd. Lincoln, Y. & Denzin, N. (2005). The eighth and ninth moments - Qualitative research in/and the fractured future. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research, 3rd edition (pp. 1115 - 1126). Maher, J. (1996). Seeing language in sign: The work of William C. Stoke. Washington, DC: Gallaudet University Press. McCullough, C. (2007, September 23). Hearing Researchers: Why Do They Study Deaf People? ASC on the Couch. Retrieved September 23, 2007, from http://www.ascdeaf.com/blog/?p=323 Mi’kmaq College Institute. (2008). Mi’kmaq research principles & protocols. Osborne R. & McPhee, R. (2000, December). Indigenous Terms of Reference (ITR). Presented at 6th UNESCO-ACEID International Conference on Education, Bangkok. An example of a very damaging master narrative for the Deaf community: Myklebust, H. (1964). The psychology of deafness: Sensory deprivation, learning and adjustment (2nd ed.). New York: Grune & Stratton, Inc. Thank you!