dr paddy ladd wfd 2007 madrid

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Cultural Rights and Cultural Rights and Sign Language Peoples Sign Language Peoples Dr Paddy Ladd Dr Paddy Ladd Centre for Deaf Studies, Centre for Deaf Studies, University of Bristol University of Bristol

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Cultural Rights and Cultural Rights and Sign Language PeoplesSign Language Peoples

Dr Paddy LaddDr Paddy LaddCentre for Deaf Studies,Centre for Deaf Studies,

University of BristolUniversity of Bristol

Structure of PaperStructure of Paper

1.1. Brief history of Deaf Culture concept.Brief history of Deaf Culture concept.2.2. Importance of colonialism concept.Importance of colonialism concept.3.3. Brief history of cultural rights.Brief history of cultural rights.4.4. Recent UNESCO cultural legislation.Recent UNESCO cultural legislation.5.5. Its relevance for SLPs.Its relevance for SLPs.6.6. Some routes to action – and some recent Some routes to action – and some recent

failures.failures.

The history and significance of the The history and significance of the Deaf Culture concept.Deaf Culture concept.

Language Rights are beginning to be acknowledged.Language Rights are beginning to be acknowledged. But there is still very limited understanding of Deaf But there is still very limited understanding of Deaf

Culture concept, in both Deaf and hearing worlds.Culture concept, in both Deaf and hearing worlds. This is made worse by a major weakness of Deaf This is made worse by a major weakness of Deaf

Studies – huge imbalance of resources and attention Studies – huge imbalance of resources and attention to sign linguistics compared with the study of Deaf to sign linguistics compared with the study of Deaf communities themselves, their sociology, culture, communities themselves, their sociology, culture, history, arts etc. history, arts etc.

Why is Studying Deaf Culture Why is Studying Deaf Culture Important ?Important ?

Are Deaf views really being heard ? No.Are Deaf views really being heard ? No. Most Deaf discourses are in Sign Languages, and are Most Deaf discourses are in Sign Languages, and are

not being collected and recorded in print, Thus they not being collected and recorded in print, Thus they remain unknown to wider world.remain unknown to wider world.

All Deaf people deserve to have their views and All Deaf people deserve to have their views and stories recorded – not just Deaf professionals.stories recorded – not just Deaf professionals.

And even Deaf professionals’ stories and views are And even Deaf professionals’ stories and views are not in print.not in print.

Thus much research – and funding – is needed.Thus much research – and funding – is needed.

So Deaf Culture concept is So Deaf Culture concept is important important INTERNALLY INTERNALLY because :because :

It offers a chance to reflect on Deaf lives and It offers a chance to reflect on Deaf lives and what we have created together as communities what we have created together as communities for 250+ years.for 250+ years.

Reflection and appreciation of our Deafhoods Reflection and appreciation of our Deafhoods helps us to decide how to cope well with the helps us to decide how to cope well with the immense changes needed now. immense changes needed now.

It offers all Deaf people a chance to ‘make a It offers all Deaf people a chance to ‘make a difference’, feel more proud.difference’, feel more proud.

Concept important for hearing Concept important for hearing societies because :societies because :

Most hearing authorities / people have a problem believing that Deaf Most hearing authorities / people have a problem believing that Deaf communities have their own norms, values, beliefs, and traditions.communities have their own norms, values, beliefs, and traditions.

Western societies think in individualist, not collective terms ; they can’t Western societies think in individualist, not collective terms ; they can’t believe that peoples such as SLPs do have collectively held beliefs etc.believe that peoples such as SLPs do have collectively held beliefs etc.

They also see us simply as impaired They also see us simply as impaired individuals.individuals.

They also do not see all the power and beauty in this global ‘society’ here They also do not see all the power and beauty in this global ‘society’ here today – because we do not show it to them !today – because we do not show it to them !

For example - we could have a public Parade in WFD week, but we never For example - we could have a public Parade in WFD week, but we never do !do !

This is partly because we do not value our culture enough yet – our Deafhood This is partly because we do not value our culture enough yet – our Deafhood is still limited.is still limited.

The ‘need to prove’ that Deaf The ‘need to prove’ that Deaf Cultures exist.Cultures exist.

Linguistic ‘proof’ that Sign Languages are bona fide Linguistic ‘proof’ that Sign Languages are bona fide languages made an immense difference to our lives.languages made an immense difference to our lives.

The existence of languages is easier to prove.The existence of languages is easier to prove.

But much harder to ‘prove’ that cultures exist – But much harder to ‘prove’ that cultures exist – because little research into that subject generally.because little research into that subject generally.

This is because hearing authorities mostly take for This is because hearing authorities mostly take for granted that hearing societies have cultures (they just granted that hearing societies have cultures (they just argue about which ones are ‘best’ !)argue about which ones are ‘best’ !)

So what evidence do we have ?So what evidence do we have ? Some Deaf cultural/sociology books :Some Deaf cultural/sociology books :

- Padden and Humphries (1988 and 2005)- Padden and Humphries (1988 and 2005)- Lane, Hoffmeister and Bahan (1996)- Lane, Hoffmeister and Bahan (1996)- Mindess et al (2000)- Mindess et al (2000)- Ladd (2003)- Ladd (2003)

But this is a ‘drop in the ocean’ of the lives of But this is a ‘drop in the ocean’ of the lives of

world Deaf cultures.world Deaf cultures.

Is there a quick definition Is there a quick definition we can use ?we can use ?

It is possible to argue that :It is possible to argue that :

- All language groups produce their own cultures,- All language groups produce their own cultures, because languages are the basis for how a people because languages are the basis for how a people perceive their world, and how they then construct perceive their world, and how they then construct their world.their world.

Therefore all SLPs have their own cultures ! Therefore all SLPs have their own cultures !

Deaf cultures – Deaf cultures – full cultures or sub-cultures ?full cultures or sub-cultures ?

Ladd (2003) posits that sub-cultures of a Ladd (2003) posits that sub-cultures of a society still have the main language of their society still have the main language of their society as their first language.society as their first language.

Or people are Or people are minority culturesminority cultures living inside living inside another society, with a different first language another society, with a different first language eg. Immigrant cultures.eg. Immigrant cultures.

SLPs are thus SLPs are thus minority culturesminority cultures..

Minority Cultures :Minority Cultures : Are almost all Are almost all oppressed cultures.oppressed cultures.

Many of them are also Many of them are also colonised cultures.colonised cultures.

Ladd (2003) expands on Lane (1993) and Wrigley (1996) - Ladd (2003) expands on Lane (1993) and Wrigley (1996) - states that Deaf cultures are also states that Deaf cultures are also colonised culturescolonised cultures..

ie. That their languages and cultures are suppressed, colonised, ie. That their languages and cultures are suppressed, colonised, in order to be ‘replaced’ by the ‘hearing’ languages and in order to be ‘replaced’ by the ‘hearing’ languages and cultures.cultures.

Colonisation is found mostly in Deaf education systems but Colonisation is found mostly in Deaf education systems but also elsewhere in Deaf lives.also elsewhere in Deaf lives.

So therefore…So therefore… We need to align ourselves with other minority We need to align ourselves with other minority

cultures.cultures. Seek the same protection as they themselves Seek the same protection as they themselves

are fighting for.are fighting for.

Such cultural campaigns are able to defend Such cultural campaigns are able to defend Deaf communities more than sign language Deaf communities more than sign language recognition campaigns can achieve alone.recognition campaigns can achieve alone.

Both must go hand-in-hand.Both must go hand-in-hand.

Two ExamplesTwo Examples1.1. SL recognition means nothing unless Deaf Heritage Resources, SL recognition means nothing unless Deaf Heritage Resources,

museums, archives etc exist and are properly funded.museums, archives etc exist and are properly funded.

22. SL recognition means nothing if all Deaf children are . SL recognition means nothing if all Deaf children are mainstreamed or cochlear implanted - and Deaf schools then mainstreamed or cochlear implanted - and Deaf schools then closed ! closed !

The schools are the The schools are the castles, castles, the cornerstones of our cultures. They the cornerstones of our cultures. They are the major community resource of Deaf skills for our are the major community resource of Deaf skills for our collective lives. collective lives.

Without what is learned from people who learn those ‘hearts’ of Without what is learned from people who learn those ‘hearts’ of Deaf culture, mainstreamed Deaf would have no place to go to Deaf culture, mainstreamed Deaf would have no place to go to develop their Deafhood !develop their Deafhood !

The Rise of Cultural RightsThe Rise of Cultural Rights “ “ In the late 1980s, ownership of knowledge In the late 1980s, ownership of knowledge

and artistic creations traceable to the world’s and artistic creations traceable to the world’s indigenous societies, emerged, seemingly out indigenous societies, emerged, seemingly out of nowhere, as a major social issue.”of nowhere, as a major social issue.”

‘‘Who Owns Native Culture ?’ Who Owns Native Culture ?’ Brown (2003) p.ixBrown (2003) p.ix

Ownership of What ?Ownership of What ? Other Minority Peoples are campaigning to assert control over Other Minority Peoples are campaigning to assert control over

elements of culture that they consider part of their elements of culture that they consider part of their patrimony. patrimony. Just a Just a fewfew examples : examples :

- Language (many places !)Language (many places !)- Arts (Australia)Arts (Australia)- Folklore (New Zealand)Folklore (New Zealand)- ‘‘Knowledge’ (many places !)Knowledge’ (many places !)- Spiritual Beliefs (Native Americans)Spiritual Beliefs (Native Americans)- Land / Landscapes (includes plants/wildlife) (Peru) Land / Landscapes (includes plants/wildlife) (Peru) - Buildings / Other sites (many places)Buildings / Other sites (many places)- Medical practices (India)Medical practices (India)

Successful Battles for Collective Successful Battles for Collective Ownership.Ownership.

One long-term problem for SLPs – Human One long-term problem for SLPs – Human Rights are often framed or granted as Rights are often framed or granted as individual rights, not collective rights per se.individual rights, not collective rights per se.

HOWEVER, some of these battles just HOWEVER, some of these battles just mentioned include examples where collective mentioned include examples where collective cultural rights have been won (eg copyright cultural rights have been won (eg copyright owned by a tribe/people, not an individual)owned by a tribe/people, not an individual)

The Development of Cultural The Development of Cultural PoliciesPolicies

Organisations like the UN have Organisations like the UN have implicitlyimplicitly recognised cultural diversity since 1946.recognised cultural diversity since 1946.

But But explicitexplicit recognition has come much later recognition has come much later (triggered by concerns about globalisation).(triggered by concerns about globalisation).

2001 - UNESCO Declaration on Cultural 2001 - UNESCO Declaration on Cultural Diversity.Diversity.

2005 – Convention (document) on the 2005 – Convention (document) on the Protection and Promotion of the Diversity of Protection and Promotion of the Diversity of Cultural Expressions. Cultural Expressions.

UNESCO Convention on the Protection and UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions Promotion of the Diversity of Cultural Expressions

(2005)(2005) Signed by 52 countries as of March 2007.Signed by 52 countries as of March 2007. RecommendingRecommending, not binding by law., not binding by law. 35 Articles and 6 Annexes.35 Articles and 6 Annexes. CelebratesCelebrates cultural diversity, cultural diversity, recognises recognises its value to its value to

all of humanity, all of humanity, recognises recognises the need to protect the need to protect cultures.cultures.

Recalls Recalls that linguistic diversity is fundamental to that linguistic diversity is fundamental to cultural diversity, cultural diversity,

That EDUCATION systems play a key role, so that That EDUCATION systems play a key role, so that minorities can have access to their own cultures.minorities can have access to their own cultures.

So how is this relevant for SLP So how is this relevant for SLP cultures ?cultures ?

Some Possible ApplicationsSome Possible Applications..

1.1. Deaf children and their families’ rights to access to Deaf children and their families’ rights to access to Deaf cultures traditionally denied/obstructed. Now Deaf cultures traditionally denied/obstructed. Now much worse with mainstreaming.much worse with mainstreaming.

2.2. Deaf schools as repositories of cultural heritage, as Deaf schools as repositories of cultural heritage, as resources, being closed.resources, being closed.

3.3. Deaf people being banned or obstructed from being Deaf people being banned or obstructed from being teachers.teachers.

4.4. Deaf Schools not teaching from Deaf-culturally Deaf Schools not teaching from Deaf-culturally centred philosophy.centred philosophy.

5. ‘Ownership’ of Research ‘on’ 5. ‘Ownership’ of Research ‘on’ SLPsSLPs

“ “ Today native nations properly insist on their right to determine who Today native nations properly insist on their right to determine who conducts research among them, and to what end – a principle that is fully conducts research among them, and to what end – a principle that is fully acknowledged and embraced by working anthropologists.”acknowledged and embraced by working anthropologists.”

Brown (2003) p.xiBrown (2003) p.xi

Do we have this power ???Do we have this power ???

“ “ Indigenous peoples now perceive themselves as more threatened by Indigenous peoples now perceive themselves as more threatened by outsiders who claim to love their religion than by missionaries dedicated to outsiders who claim to love their religion than by missionaries dedicated to its overthrow. ”its overthrow. ”

Brown (2003) p.23Brown (2003) p.23

Do we experience oppression from those who claim to love our Do we experience oppression from those who claim to love our languages ???languages ???

6. ‘Ownership/Control’ of 6. ‘Ownership/Control’ of Languages and Cultures.Languages and Cultures.

Minority Languages as the core of minority cultures – Minority Languages as the core of minority cultures – thus minority cultures should control the means of – thus minority cultures should control the means of –

Teaching, training, assessing, certificating, Teaching, training, assessing, certificating, disseminating those languages and cultures.disseminating those languages and cultures.

Also fields such as education, TV / film and Also fields such as education, TV / film and interpreting, where hearing people gain employment interpreting, where hearing people gain employment through their contact with those languages and through their contact with those languages and cultures. cultures.

Relevant UNESCO ArticlesRelevant UNESCO Articles

1 (b) “ to create the conditions for cultures to 1 (b) “ to create the conditions for cultures to flourish….”flourish….”

2.4 “ to 2.4 “ to createcreate and strengthen their and strengthen their meansmeans of cultural expression…” of cultural expression…”

2.7 “ access to the means of expression 2.7 “ access to the means of expression and dissemination…”and dissemination…”

2.8 “ States should promote….openness to 2.8 “ States should promote….openness to other cultures of the world.” other cultures of the world.”

More ArticlesMore Articles 4.7 – “4.7 – “Protection means….preservation, safeguarding and Protection means….preservation, safeguarding and

enhancement”enhancement” of cultures. of cultures.

6.2 (f) – “6.2 (f) – “Establishing and supporting public institutions as Establishing and supporting public institutions as appropriate.”appropriate.”

8.1 – to “8.1 – to “Determine the existence of special situations where Determine the existence of special situations where cultural expressions are at risk of extinction, under special cultural expressions are at risk of extinction, under special threat…”threat…”

13 – “The creation of conditions conducive to sustainable 13 – “The creation of conditions conducive to sustainable development..”development..”

18 - Establishing “An International Fund for Cultural Diversity.” 18 - Establishing “An International Fund for Cultural Diversity.”

Routes to Action.Routes to Action. The ‘UNESCO’ Intergovernmental Committee The ‘UNESCO’ Intergovernmental Committee

(established by Article 22)(established by Article 22) Governments to provide information on their Governments to provide information on their

reports to UNESCO “on measures taken to reports to UNESCO “on measures taken to protect and promote the diversity of cultural protect and promote the diversity of cultural expressions…” expressions…”

( I recommend you look at the UNESCO website on culture. Full of ( I recommend you look at the UNESCO website on culture. Full of

fascinating information ! )fascinating information ! )

What about other UN routes ?What about other UN routes ? UN Rights of Persons with Disabilities 2007.UN Rights of Persons with Disabilities 2007. Fails to protectFails to protect – –

Deaf schools – inclusion is still the keyword.Deaf schools – inclusion is still the keyword.

Deaf cultures. Fails to protect against enforced Cochlear Implantation (or, for later, Deaf cultures. Fails to protect against enforced Cochlear Implantation (or, for later, genetic engineering).genetic engineering).

This is a major opportunity that we have ALL failed to win ! This is a major opportunity that we have ALL failed to win ! So now we may have So now we may have to fight without any ‘legal backing’. go ‘the long way round’ for the next 20 years.to fight without any ‘legal backing’. go ‘the long way round’ for the next 20 years.

UN Rights of Indigenous Peoples (draft delayed by colonisers for 20 years so far !)UN Rights of Indigenous Peoples (draft delayed by colonisers for 20 years so far !) “ “ have the right to practice have the right to practice and revitalise and revitalise their their cultural traditions and customs.”cultural traditions and customs.” - BUT- BUT it would be a huge battle to gain it would be a huge battle to gain recognition via this definition. recognition via this definition.

And so…And so… We have to battle on to obtain We have to battle on to obtain collective collective

recognition recognition via linguistic and now minority via linguistic and now minority cultural rights.cultural rights.

First place to start globally – the UNESCO First place to start globally – the UNESCO Convention.Convention.

Crucial to secure formal recognition Crucial to secure formal recognition of SLP Cultures !of SLP Cultures !

WFD and Deaf associations have to achieve government WFD and Deaf associations have to achieve government recognition of Deaf cultures, in order to fight for these other recognition of Deaf cultures, in order to fight for these other ‘‘missing’ missing’ cultural rights.cultural rights.

WFD should be the first people knocking on the WFD should be the first people knocking on the Intergovernmental Committee’s door ! They represent the Intergovernmental Committee’s door ! They represent the largest group of cultures in the world – nearly 200 !largest group of cultures in the world – nearly 200 !

BUT send politically experienced people who understand Deaf BUT send politically experienced people who understand Deaf culture academically. culture academically.

BRING this paper to the attention of your Deaf organisations and BRING this paper to the attention of your Deaf organisations and start to push them along this path – from ‘ bottom upwards’ !start to push them along this path – from ‘ bottom upwards’ !

Gracias !Gracias !

Thank you for watching !Thank you for watching !

Thanks to Nigel Howard and Christopher Stone for being Thanks to Nigel Howard and Christopher Stone for being partners in this presentation. Thanks to Tove Skuttnabb-partners in this presentation. Thanks to Tove Skuttnabb-Kangas for her contributions.Kangas for her contributions.