A critical (auto) ethnographic study of Deaf people’s experience of education and culture in Ireland Noel P. Thesis submitted to Mary Immaculate College, University of Limerick For the degree of Doctor of Philosophy Supervisor(s): Professor James Deegan and Anne O’Byrne Submitted to Mary Immaculate College, University of Limerick, July, 2013 i ABSTRACT At the heart of this thesis is the methodological and theoretical framework in which to conduct a study of deaf people’s experience of education and culture in Ireland. Methodologically, the research design is critical auto-ethnography which allows this researcher to self-reflexively engage in the research process to explore key issues and themes in deaf education arising from the narratives of the research participants’ educational experiences. The postmodern theoretical framework is located in the study to portray a diversity of perspectives including that of the researched and the researcher.
Since the 1950s many deaf people in Ireland faced barriers to education. They also faced internal and external pressure to change their ways of knowing and understanding of the world to become ‘normal’ and more acceptable to non-deaf people. To date, the majority of the literature devoted to deaf education has been written from the dominant non-deaf perspective detailing the education system and discussing teaching methodology. While understanding these issues is important, it does not closely reflect the experiences of deaf people with the way they define their own culture.
Traditionally, they have not been adequately included as subjects in educational research. In particular, it has been charged that deaf people are frequently excluded from studies concerning education and where they are included in such studies they tend to be under-represented. To begin filling that void, twenty deaf people and the auto-ethnographic researcher participated in a qualitative study of the experience of education and culture. Engaging in critical auto-ethnography is a postmodern construct and a useful form of inquiry in which I study and write about lived experience.
In the process I become the observer and observed, the narrator and narrated, insider and outsider. The study sought to answer questions articulated in the literature on deaf education: what are the key issues that remain a bone of contention to deaf people? What have deaf people to say about their educational experiences? In presenting their narratives, this research represents an epistemological shift in the way deaf people are commonly understood by society and educators. It is a shift that calls into question the dominant notions about them that engender marginalisation and exclusion. The study offers a space for reconsidering the views of deaf people differently and therefore re-thinking deaf education.
Its purpose is three-fold: (1) to confront common assumptions about deaf people and their culture; (2) to locate a counter-narrative that provides a framework for sociological and cultural understanding of deaf people; and (3) to offer alternative perspectives of deaf education that have historically been excluded. ii Deaf education in Ireland has become an increasingly polarized field: one where a divide exists between the diverse perspectives on how deaf children should be taught in school. Recent research has intensified the importance of Irish Sign Language in education and school curriculum drawing attention to the educational shortfall in deaf school-leavers. This cultural polarization in the Cabra schools for deaf children provides a rich site for exploring pedagogical practices that might inform policy and improve educational achievement for all deaf children.
Findings reveal that Irish Sign Language represents a key cultural resource for ‘unlocking the curriculum’ that created barriers to education. iii AUTHOR’S DECLARATION OF ORIGINALITY College: Mary Immaculate College, University of Limerick Department: Education Degree: Doctor of Philosophy Name of Candidate: Noel O’Connell ID Number: 10137491 Title of Thesis: A critical (auto) ethnographic study of Deaf people’s experience of education and culture in Ireland Declaration: I declare that the work in this dissertation was carried out in accordance with the Regulations of Mary Immaculate College, University of Limerick. The work is original, except where indicated by special reference in the text, and no part of the dissertation has been submitted for any other academic award. All sources that have been consulted have been identified and acknowledged in the appropriate way.
Any views expressed in the dissertation are those of the author. Signature of Candidate: ___________________________________ Noel P. O’Connell Signature of Supervisor (s): ___________________________________ Professor Jim Deegan ___________________________________ Anne O’Byrne iv DEDICATION This thesis is dedicated to Deaf people in Ireland, to those who shared so freely their stories and, in particular, to those who need to share their story. v ACKNOWLEDGEMENTS There are a few people that need to be thanked for ensuring this thesis come into existence.
Foremost, the comments, suggestions and advice of my supervisors, Professor Jim Deegan and Anne O’Byrne were of particular importance to the completion of this work. My debt to them can never be fully acknowledged. Without Professor Deegan’s wisdom, humour, his most helpful and invaluable ideas and Anne O’Byrne’s astute critical awareness and guidance in helping to keep this account in perspective, I would not be where I am today. Thank you for your confidence, encouragement, motivation and care over the last few years.
You always gave generously your time with patience especially at times when I ‘gate crashed’ your offices. You were and remain my best role model for a mentor and advisor. My sincere thanks go to the viva panel Dr. Patricia Kierans and Dr.
Paul Conway for your excellent questions, comments and suggestions. Thanks again to you and to Dr. Carol O’Sullivan for letting the viva become an enjoyable and rewarding experience. To Helen and Jeanette at the Postgraduate Office, I owe a debt of gratitude for your support, encouragement, humour and professionalism.
For their patience and support in ensuring access to communication services were made available even at short notice, I am indebted to Maura and Shirley at the Student Service Office. Thank you all for your unstinting support throughout my studies. I also appreciate the assistance of Mary Immaculate College for giving me the opportunity to conduct the study and make it an enjoyable and worthwhile experience. Special thanks go to Irish Sign Language interpreters, Cormac, Suzanne and Mairead, for bridging the language hurdle and making it possible to hold discussions with my advisers and colleagues.
I want to thank my colleagues, fellow postgraduates at Summerville, Mick, Justin, Michelle, Deirdre, Robert, Ciara, Britta, Fiona and Ann-Marie for the stimulating discussions, support and fun we have had over the past three years. It has been a privilege to know you all and spend time in your company. Mick, I know there is a doctorate in you, and believe me you will get there in the end. Special mention and heartfelt thanks go to another Summerville postgrad, Ann O’Leary, who learned Irish Sign Language with great fervour.
Ann, the best and worst moments of my doctoral journey have been shared with you. Thank you for being a wonderful friend and confidant, for the many stimulating philosophical discussions, for sharing your ‘intellectual knowledge’ (you know what I mean!) and for putting up with me. Most of all thank you for believing in me. Room SG6 is not the same without you.
vi My Deaf life-long friends, Brian and Teresa, and their children, Sinead and Daniel- all of you were a constant source of laughter, joy and support. I am very happy that my friendships with you have extended well beyond our shared time at Cypress Park. Brian, you have a story to tell. It’s your turn, my friend! I appreciate the care and love of my family, especially my mother for supporting me spiritually throughout my life.
To my daughter, Emma, for making me smile and helping me learn to enjoy the simple things in life. Words cannot express how grateful I am to Lis Aaen, Emma’s mother, for the genuine friendship, kindness and thoughtfulness given especially during the difficult times endured over the past few years. Thank you, Lis, from the bottom of my heart. Above all, much appreciation and thanks to the people who participated in this project for sharing your stories with me without which the PhD would have remained only a dream.
Without your honest dialogue, there would have been no story to tell here. You are all doctorates in your own right! Thanks to ICED Vancouver, 2010 for setting me on the road….for opening my eyes to new possibilities. Finally I thank God for Irish Sign Language, for the richness it gave my life. vii TABLE OF CONTENTS Chapter Index Page Nos.ii Author’s declaration……………………………………………………………………….vi Table of Contents………………………………………………………………………….viii Glossary of Terms and Abbreviations…………………………………………………….xvii Chapter 1 Introduction to the Study………………………………………….1 Setting the Context…………………………………………….2 Theoretical Framework: Postmodernism…………………….4 Themes and structure of the study………………….5 Concept of Deaf Culture…………………………………….1 Iconic Identity: the capital D…………………………13 1.2 Deafhood, bricoleur, bricolage……………………….1 Turning back…………………………………………15 Chapter 2 Lost in Translation: A Life in Sign Language………………….
Part One: Signing in the Dark……………………………….35 The Mirror Talks…………………………………….43 Stars of the Silver Screen…………………………….49 A Link to the Past…………………………………….2 Part Two: Out of Place……………………………………….54 The Face of Prejudice……………………………….55 Outsider………………………………………………60 A language without a Name………………………….62 A Taste of Deaf Politics…………………………….64 Going to University………………………………….66 A Destiny to be Creative…………………………….3 Part Three: Belonging……………………………………….69 When Things Fall Apart…………………………….1 On Data sources…………………………………….2 On Data analysis…………………………………….4 On Ethical concerns………………………………….79 Chapter 3 Setting the Scene: A Tale of Two Schools…………………….1 Origins: The Process…………………………………………83 3.1 The Claremont Institute…………………………….2 Catholic Institute for Deaf People……………………87 3.3 The Dominican Sisters of Cabra……………………. Mary’s School for Deaf Girls……………………. Joseph’s School for Deaf Boys…………………. Nicholas and the Milan Congress 1880…………………97 3.1 Writing the past: states of change……………………97 3.2 The Tipping Point: Milan Congress 1880………….106 Language……………………………………………107 Introducing oralism…………………………………109 Teacher qualification and fitness to practice……….112 Audiology, technology and segregation……………113 Training teachers of the Deaf………………………115 ix St.
Joseph’s and Beech Park……………………….4 Modern service provisions………………………….3 Deaf Education: Policy, Legislation and Change………….4 Education Partnership Group……………………….5 Mainstreaming and inclusion: key issues………….4 Deaf Village Ireland: Reconciliation and Transformation… 124 3.5 Irish Sign Language……………………………………….1 ISL Linguistic research…………………………….3 Irish Deaf Society………………………………….6 Reflections…………………………………………………132 Chapter 4 Locating Postmodernism: a Theoretical Framework………….3 Postmodernist challenge to modernism……………138 4.2 Postmodernism and Education…………………………….3 Linking Postmodernism with Deaf Education…………….1 Modernism and oralism……………………………140 4.2 Foucault’s theories and Deaf education ………….3 Disciplinary practices and surveillance in oralism…144 Dividing practices………………………………….145 The “clinical gaze”…………………………………146 Surveillance…………………………………………146 4.4 Postmodernism, methodology and Other theories………….1 Bicultural identity and identification……………….150 Chapter 5 Methodology: Critical (Auto) Ethnography…………………….3 Towards an Understanding of Auto-ethnography………….4 Reflexivity and role of the researcher………………163 5.2 Selecting the cultural scene and participants……….4 Role of gatekeepers…………………………………167 5.5 Selection of Research Participants………………….6 Transcribing and documentation of data……………179 5.9 Catalytic validity and Triangulation……………….1 Data protection principles and data storage……….2 Organising and categorising data………………….8 Scale and Scope of the Study……………………………….2 Writing Up, Writing Down…………………………193 Chapter 6 Creating Culture: Deaf Lives in Residential School, 1930-1960……………………195 6.2 First Day in Residential School…………………………….2 Deaf teachers amongst Deaf children………………201 6.4 Inculcating Catholic Ethos…………………………………205 6.5 Marking Time: routine, regulations, and regimentation.6 Signs of Change……………………………………………206 6.7 Reflections…………………………………………………207 Chapter 7 Fragmented Deaf Lives: Residential schooling in the era of Oralism, 1947-1997…………210 7.2 A New Design for Living………………………………….3 An aid to hearing: technology and audiology………216 7.3 ‘Cultural Genocide’: discipline, punishment, segregation….1 Confession and internalised shame identities………221 7.4 Resistance: creating counter-culture……………………….1 Surveillance: watching the watchers……………….2 Finding Deaf interpreters……………………………224 7.3 Passive resistance and disobedience……………….226 xii Chapter 8 Scenes of ‘Deaf Village’ Life: Education and Community Re-assessed…………………………228 8.1 Deaf Community and Culture………………………………228 8.1 Socialisation: The Deaf club……………………….3 Deaf Village Project……………………………….2 Counter-hegemony: Irish Deaf Society…………………….1 Irish Sign Language and education…………………235 8.2 ISL interpreting service…………………………….3 Second Chance Education: mastering English…….3 Class Acts: Deaf Education in Contemporary Times……….1 The Coming of the King…………………………….251 Chapter 9 Reflections: Summary, Conclusions and Implications………….1 On Auto-ethnography as Method………………………….2 On Auto-ethnographic Writing…………………………….3 On Ethics of Auto-ethnography…………………………….5 Theoretical Implications: Postmodernism………………….6 On Deaf Education: key issues and conclusions……………264 9.3 The case for sign bilingualism…………………….4 Implications for the sign bilingual approach……….269 Postscript: On the Road, Moving On………………………………271 References…………………………………………………………………………………. 317 xiii GLOSSARY OF TERMS AND ABBREVIATIONS Linguistic Abbreviations ASL: American Sign Language – the language of the American Deaf community. BSL: British Sign Language – the official language of the British Deaf community. ISL: Irish Sign Language- the official language of the Irish Deaf community.