1st
L (F–10) 9-10
Communicating
Identity
- Elaboration 10
- discussing the notion of ‘Deaf eyes’ and the capacity of deaf people to
determine the deaf/hearing status of others in their environment based on eye
behaviour
- considering how deaf people are perceived to be more observant and more astute
visually, for example, as drivers, in sports or in terms of visual memory,
comparing anecdotal findings and documented research on this issue
- discussing how identity may shift depending on what is most salient in any
context or setting, and how as people mature they learn to navigate ‘multiple
identities’ in relation to different elements of their experience, such as
background ethnicity and culture and Deaf identity/culture
- reflecting on the concept of Deafhood as it applies to and informs life
choices made by young Deaf people, for example in relation to social group
participation, communication preferences, ways of identifying, describing and
introducing themselves to others
- considering how relationships between changing technology and Deaf people are
managed to express and to reflect identity, for example, the rejection of
hearing devices or, alternatively, highlighting them with colour or prominent
placement
- considering whether a strong sense of shared identity influences the capacity
for awareness and advocacy for Deaf people’s rights
- discussing how social groups such as Deaf communities form intergenerational
patterns that determine relationships and shape behaviours, for example, by
interviewing a member of a Deaf family of two or more generations
- investigating ways the Deaf ecosystem works and the reciprocal nature of
relationships in some Deaf communities, for example in business or professional
domains, and the contribution this ecosystem makes to collective identity
- discussing how the Deaf community expresses different elements of their
identity, for example through behaviours associated with Deaf spaces, greetings
and introductions which illustrate community status and affiliation
- investigating how a strong sense of identity impacts on social and emotional
health and wellbeing by exploring the available research on wellbeing and
identity in deaf people
- identifying and describing intersections between national and international
Deaf communities and organisations, and how these contribute to a transnational
sense of belonging, for example, by evaluating shared experiences by viewing
online texts produced by deaf people in different countries
- comparing changing values and status of place and space in different
international Deaf communities, for example, the loss of Deaf clubs or closure
of Deaf schools, and reflecting on the implications of these changes over time
for Deaf identity
- responding to different philosophical and social views about deafness,
considering the impact of varying attitudes on a deaf person’s developing
identity
- discussing ways in which the philosophy of ‘Deaf gain’ can be applied to
personal circumstances, such as classroom accommodations and sporting
participation
- summarising elements of elders' guidance on how cultural values, beliefs and
traditions are expressed and connected through shared experience of visual ways
of being, providing examples of how these are demonstrated in community
behaviour and in interactions with the wider community
- describing and comparing their personal sense of social responsibility towards
their Deaf community, for example as demonstrated through attending, organising
or volunteering at festivals, camps or youth groups
- exploring the wider political landscape of the Deaf community as it impacts on
individual and community identity, for example, by identifying the impact of
activism and Deaf empowerment movements such as the Deaf President Now campaign
at Gallaudet University, a ‘Deaf place’, in effecting change and strengthening
Deaf communities’ connection to ‘place’