1st
L (F–10) 5_6
Communicating
Identity
- Elaboration 10
- identifying markers of social and cultural identity that may be important
across cultures as well as in the Deaf community, for example, elements of
language or behaviours associated with family, community, location, age or
gender
- building a basic understanding of the concept of Deafhood and of how
individual journeys of identity contribute to social relationships and
community, for example, by describing their own journey of identity development,
including elements such as family, the influence of Deaf role models,
significant life events or personal connections with the local Deaf community
- working with elders to map relationships and connections within their
community, for example by identifying links between notable deaf families, and
by considering how personal connections with the community contribute to their
sense of identity
- investigating the historical origins of signs linked to identities, for
example, the signs for LIBRARY and ADELAIDE were derived from original name
signs for people
- considering how the relationship between language and identity plays a role in
contributing to individual, peer group and community wellbeing
- exploring how different technologies are used by deaf people to support social
networks and strengthen their sense of shared identity
- explaining the significance of stories linked to Deaf social history and the
responsibility of the Deaf community to convey shared experiences that relate to
Deaf space, for example through stories about school days by past pupils
- exploring the role of personal narratives in teaching and supporting deaf
children to develop strategies to navigate a hearing world, such as carrying
paper and pen or smart phone to type notes
- learning from Deaf elders about roles and responsibilities with respect to
caring for their culture’s places and spaces and preserving a sense of shared
identity, for example, by maintaining and passing on artefacts, images and
stories, creating new uses for Deaf places or participating in Deaf festivals,
fair days and National Week of Deaf People activities
- recognising that their first language is a birthright that contributes to
their identification with the Deaf community and its traditions
- identifying examples of deaf people who have been recognised for different
reasons in the wider society, for example, Alastair McEwin, and discussing
whether such recognition contributes to their own sense of identity and
belonging
- interviewing local Deaf elders about their experiences in Deaf schools and
other Deaf places and discussing how their experiences create a collective sense
of identity
- discussing the concept of ‘Deaf gain’ in relation to their personal identity,
for example, in using a visual language and being able to communicate from a
distance