A Deaf Journalism Europe joint production by Charlotte Berthier(MediaPi) and Sam Verstraete (VGT nieuws)

Deaf Studies: From Sign Language Study to Expanding the Global Deaf Community Perspective

Deaf Studies are to deaf people what Black Studies are to black people and Gender Studies are to LGBT people: fields of study that examine the unique experiences, struggles, and contributions of these communities while promoting recognition, understanding, and inclusion in society. Deaf studies emerged in the 1960s as a way of looking at deaf people not as individuals with a pathology but as members of a linguistic community. While Deaf studies initially focused on the linguistic study of sign language, they have now diversified into the sciences of education, sociology, history, and many other disciplines.

Introducing the MADS Initiative in Europe: Bridging the Gap in Deaf Studies Academia

With a growing number of researchers in recent years, deaf studies have developed considerably over the last few years. However, in the European university landscape, there is no master’s programme. This led to the MADS project, which aims to offer an applied master’s programme in Deaf Studies, led by Maartje de Meulder, a senior researcher at HU – Utrecht University of Applied Sciences in the Netherlands, Annelies Kusters, the first full professor of Deaf Studies at Herriot Wyatt University, and 5 other deaf academics. The distinctive feature of an applied master’s degree in Deaf Studies is that it focuses on the practical application of knowledge and skills to address real-world challenges and issues within the deaf community.

Indeed, although research in this field has advanced considerably, the results of deaf studies would be applied in practical areas such as teaching, advocacy and public services. MADS would be therefore designed as a programme in Applied Deaf Studies, aiming to equip students with skills for professional practice, to ensure that research makes a real contribution to solving the challenges faced by the deaf community.

The MADS project, part of the Erasmus Mundus Design Measure (EMDM) programme, represents a concerted effort to address significant gaps in the field of Deaf Studies. Primarily, it aims to rectify the insufficienty of master’s opportunities available in this field. Additionally, MADS seeks to bridge the divide between academic research and its practical application within Deaf Studies.

Involving the Deaf Community: Perspectives from the MADS Needs Analysis

Over 15 months, the project sounded out the needs of potential future candidates by visiting, for example, Frontrunners, which is the deaf equivalent of the Hogwarts school for wizards in the Harry Potter world – a programme designed for a young international deaf community wishing to learn about leadership and organisations between many other thematics teached. 

The needs analysis also took place during taster week organized in Ål in Norway during December 2023.

Despite the challenge of putting together a programme unprecedented in Europe that responds to the multidisciplinary nature of Deaf Studies and the diverse demands of the Deaf community, crucial subjects such as Deaf pedagogy and Deaf ecosystems emerged during Taster Week. The latter refers to the growing existence of businesses or services owned directly by the Deaf, such as interpretation companies. This taster week welcomed a good number of participants keen to find out more about this programme, with a wide range of profiles, from doctoral students to deaf people who have already received a university education but are still looking to develop it further.

Mónica Rodríguez, one of the participants, works in a sign language preservation center in Spain where she acts as a mediator between the deaf community and the government. She stressed the significance of incorporating Deaf Studies into her continuous professional training to effectively address the specific challenges faced by the deaf community. Despite her ability to read articles by academic authors present at Taster Week, she emphasised the importance of receiving face-to-face teaching directly in sign language, without the mediation of an interpreter, for a more profound assimilation of the concepts in Deaf Studies. Additionally, she highlighted the value of being able to engage in discussions about these concepts with deaf peers during the interview, underscoring the necessity of such interactions for empowerment through Deaf Studies.

Fostering Deaf-Friendly Learning Environments: EDSU’s Insights and MADS’ Vision for an Inclusive Education

The necessity of a deaf peer learning environment was also expressed by Lore Bajerski, President of the European Union of Deaf Students (EDSU), who echoes the difficult challenge of pursuing academic studies when you are the only deaf person in your class. She shares the difficulties of appearing as an object of curiosity in the eyes of hearing peers and teachers. She also noted the common experience of loneliness among deaf students, who struggle to fully engage in rich, intellectually stimulating exchanges with their classmates. This difficulty arises from the necessity of waiting for interpreters to translate the conversation, which creates a barrier to direct participation and bonding in discussions. Furthermore,  MADS  seems to her to be an opportunity for students to have an easier path to doctoral studies.

Indeed, one of MADS’ goals is to broaden the pool of deaf researchers.

This objective directly corresponds to EDSU’s observation that deaf students still encounter significant barriers to doctoral studies. Lore Bajerski highlights the success of Gallaudet University in the USA, a dedicated institution for the deaf community where all classes are conducted in sign language. This example underscores the crucial connection between academic achievement for deaf students and the accessibility of their education.

In line with this observation, Maartje de Meulder stresses that an essential condition for the future MADS master is that it should be taught directly in sign language by the teachers, without sign language interpreters. This approach would meet a growing demand for Deaf Studies courses taught directly in the learners’ natural language. 

At the time of the interview, the specific details of the programme and the conditions for its implementation were still being defined.

Empowering Deaf Community: MADS as a Pathway to Inclusive Academia

In the context of the pervasive push for inclusion, it is essential to grasp the nuanced implications for deaf culture. While inclusion traditionally implies integrating those deemed ‘different’ into the mainstream ‘normal,’ for the Deaf community, it often translates to grappling with isolation in a predominantly hearing world, hindering the cultivation of a positive Deaf identity. This isolation underscores the collective struggle Deaf individuals face to thrive within a society that predominantly operates on spoken language.

However, amid these challenges, initiatives like MADS offer a potential path forward. By cultivating an environment where Deaf culture is respected, MADS could serve as a platform for Deaf individuals to reclaim their identity and establish meaningful and empowering connections within their community. In this context, MADS transcends its role as merely an educational initiative; it embodies a collective endeavor to resist assimilation pressures and affirm the unique value of Deaf culture in a diverse society.

Through initiatives like MADS for Deaf workers and students alike, such initiatives could offer a pathway to a more accessible academic environment that reflects our society’s true diversity. It’s not just about educational empowerment; it’s about reshaping academia to authentically represent and accommodate the diverse needs of all learners, including those from the Deaf community.