CHAPTER SIX: Oppression, Power and Interpreters

Transcription

1 CHAPTER SIX: Oppression, Power and Interpreters Chapter Summary Review this chapter in your textbook In this chapter, we look at the liberation (civil rights) movement within the Deaf community, as well as the impact of oppression on interpreters, the myth of neutrality and the danger of vicarious trauma. We also consider the role of interpreters and hearing people in the Deaf community, as well as the role of humor in cross-cultural interactions. To Focus Your Study As you study this chapter, pay particular attention to the following ideas and information: 1. Describe the dynamics of power and oppression on those being oppressed and those doing the oppressing. 2. What is the impact of oppression on interpreters, if any? 3. How does humor function among oppressed groups? Learning Activities In Your Own Words LEARNING ACTIVITY #1: Reflect on your learning in this chapter and record briefly the most significant points and why they are important to your journey of learning. LEARNING ACTIVITY #2: Develop definitions for ally, advocate, disenfranchisement and empowerment. These should be written in you own words personalized in a way that makes the concepts real for you. Write in your journal Impact of Oppression on Interpreters PART ONE: Review the video clips in the file Impact of Oppression on Interpreters and Vicarious Trauma. Take notes so you can share a summary in the next step of this activity. H & H Publishing Co

2 PART TWO: Now, set up an appointment with your learning partner to talk with a professional interpreter. Share a summary of the experiences from our experts on the CD and ask for their experiences and ideas. PART THREE: Finally, reflect on your own personality, emotional/psychological health, and interpersonal skills. What kinds of situations can you predict that might be challenging for you to deal with as an interpreting student and as a professional practitioner. What strategies might you use to help you deal with these kinds of situations? Work with your learning partner Role of Interpreters View the video clips in the file The Myth of Neutrality and Advocate or Ally and develop a thought paper outlining these concepts and your position regarding the role of interpreters. Be sure to include a dictionary definition of the terms neutrality/neutral, ally and advocate in your paper. Justify your position by citing at least 4 additional resources. Humor LEARNING ACTIVITY #1: View the video clips in the Deaf Jokes file on the companion CD. Can you identify the sociopolitical purpose or goal of each of these jokes LEARNING ACTIVITY #2: Have you seen similar uses of humor in relationship to other minority communities? If so, record those jokes and identify the socio-political purpose or goal of those jokes. LEARNING ACTIVITY #3: Identify any patterns or similarities between the humor used by two or more minority groups. H & H Publishing Co

3 Study Questions Study Questions 1. The DPN revolution at Gallaudet in 1988 (circle all that apply): (a) Was a protest led by RID because of intolerable working conditions for interpreters at the University (b) Marked a civil rights demonstration conducted largely by students in protest of the appointment of a Deaf president to Gallaudet University (c) Was felt by Deaf communities around the world (d) Resulted in the appointment of the first CODA President to the University (e) Boosted Deaf pride and strides toward greater equality and inclusion for members of the Deaf community 2. Disenfranchisement (circle all that apply): (a) Is the result of liberation movements led by members of oppressed minority groups (b) Is a catch phrase common in the jokes and humor of majority groups (c) Refers to the systematic exclusion of individuals from identified minority groups based on negative stigma held by members of the privileged majority group (d) Is marked by power over rather than power with minority groups on the part of individuals in the majority group (e) Results in chronic unemployment and under-employment, lack of access to quality education and other forms of discrimination H & H Publishing Co

4 3. Humor (circle all that apply): (a) Is sometimes used by minority groups to deal with the stresses inherent in being marginalized (b) Is a cruel and an unnecessary reverse discrimination (c) Should be expected by sojourners in minority language/culture groups (d) Often incorporates images of turning the tables on the majority group, proving the intelligence, resilience, perseverance and ultimate empowerment of the minority group (e) Is a tool interpreters can use to help them deal with their status in the Deaf community 4. An interpreter can oppress d/deaf individuals by... (circle all that apply): (a) Always accommodating a d/deaf client s preferred mode of communication (b) Imposing her/his personal beliefs and values on a client (c) Mastering ASL and developing sensitivity toward the cultural norms of the Deaf community (d) Always deferring to a hearing client during an interpreted event (e) Assuming the Deaf cultural experience is the same as the hearing cultural experience 5. Interpreters are frequently exposed to (circle all that apply): (a) The challenge of having oppressive and insulting comments conveyed through their own voice/hands (b) Overt and subtle behaviors of exclusion and oppression directed toward Deaf clients (c) Encounters of the privileged and the disenfranchised, as well as conflict of cultures, norms and expectations (d) Accusations from some Deaf clients that we are motivated by greed and are engaged in activities that will lead to the destruction of the Deaf community (e) Comments about ignorant and insensitive hearing people H & H Publishing Co

5 6. Interpreters are challenged by (circle all that apply): (a) The need to be as fair-minded as possible while facilitating communication between individuals with different cultural schemata and experiential backgrounds (b) The reality that some interpreting jobs will trigger emotional buttons for them (c) The fact that working with PEOPLE is boring and predictable (d) The need to be fully human while being as professional as possible (e) The ethical use of the power inherent in their position as languageculture mediator 7. Vicarious trauma (circle all that apply): (a) Can result from interpreting stories of brutalization experienced by Deaf clients while living in certain third world countries (b) Results from overuse trauma to the wrist and elbow due to extensive journaling (c) Sometimes results from witnessing another person s traumatic experience (d) Can result in compassion fatigue (e) May result in a numbing of the emotions and an inability to interact with others with appropriate empathy H & H Publishing Co