Week 3: Word Federation of the Deaf 2019 Written 7/27

Hello from Paris, France! It’s a dream come true—World Federation of the Deaf 2019!

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Week 2: Week two done too! Written 7/20

Howdy from Busan this time!

This week I had the opportunity to look into Busan Baewha School. Located in Busan, the second biggest city after Seoul, Busan Baewha school is one of the few schools that I have heard about constantly on and offline for being a prominent Deaf institution. On a side note, the school is also well known for being the first in all of South Korea to bloom cherry blossoms. Sadly there weren’t any cherry blossoms amid the summer heat when I visited, but I was welcomed by a little note that informed me of six alumnae from 99 years ago who fought against Japanese imperialism. They were recently (just last year—2018—to be exact) acknowledged as national contributors (sorry about the weird translation) when feminist organizations brought the issue up.

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Week 1: A little late but just in time (I think)! Written 7/13

Hello from South Korea! I have been reading and getting ready from quite a while ago but only “started” my actual research last week as I landed in Korea. While I was a little worried about this delay (I was supposed to come at least two weeks ago), I was lucky enough to get in contact with Seoul Deaf School’s faculty member right away.

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Abstract: Sign Language, Education, and the making of Deaf Identity

Language brings people together into the same community, builds culture, and even shapes individual thought processes based on the language’s characteristics. While many groups thus are based on nationality, the Deaf community is based on their shared disability. However, the stereotypical views towards people with disabilities in general often leave Deaf children under efforts to change “normal,” especially considering that 90% of Deaf children are born under hearing parents. Deaf and hard of hearing individuals struggle with a lack of communication with others during adolescence, an important time at which everyone reestablishes identity and shapes community through interaction with others. The feeling of exclusion from both the hearing and Deaf groups leave Deaf students with the absence of any sort of belonging. The purpose of this study is to understand what truly matters to Deaf children in developing their individual and collective identities and values, especially in terms of what schools can provide to them.

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