Our article was intended to provoke debate, so thanks to everyone who has contributed so far.
Putting aside access issues for the time being, I really feel the need to bring discussion to the article. Mainly also because some of the contributions are going into areas which I feel are not quite ‘getting it’, as Alison put it. It was also something that cropped up in the lifeinlincs debate a few months back, so I am going to take this opportunity to clarify, as briefly as I can, what we are trying to get at.
I’m also sure people will recognise that the issues we address in the article are as relevant to other fiends of work too.
First, our article isn’t intended as a contribution to the practicalities about how Deaf and hearing academics can work together, although there is a strong overlap. Nicola Nunn is currently doing her work in this field and will have far more to contribute than we do. Do please keep an eye for the presentations and work she’s doing in this field.
Second, as has become apparent, it’s a *reaction* piece. As Alison, Sarah, and others have pointed out, reading the original gives our article its crucial context. It reacts to an article by two authors.
Thirdly, while we do elaborate on how and why hearing academics are able to advance their careers in relation to Deaf academics, our key concern is the fact that this situation risks remaining unchanged in spite of a growing number of Deaf academics. [It greatly concerns us when some have written that they didn’t feel as supported as they could have been. I also know several had to withdraw academic studies through lack of support.]
To us, the original article can best be visualised as follows. Imagine a newly born dog, yapping and yelping and learning to live its life: the article was the equivalent of kicking the poor mite cos it is constantly barking at them. Of course, the authors in no way intended that, but that’s how it came across when we read it (the barking dog in question? ‘Deaf academic power’). Where do hearing academics stand in this new power development, they stated? We think there are problems with the questions, but you really have to read their article to form an opinion, I will not be doing those authors any justice by trying to sum it up here.
Two things: one we do recognise there is a growing Deaf academic elite in the UK, but, like we say, it’s a yapping little dog right now. Nevertheless, we do have to think about how that might develop into a confident, assertive, self-reflective, transparent, forward-thinking, truly diverse, intersectional breed. We want to encourage Deaf academics to think about their relationship to academia and the community: these academics (yes, Dai and I included) get prestige and advantages from our positions and publications [more on that later].
Secondly, without in any way meaning to discredit or alienate people who are working hard in unity with Deaf and hearing academics, it’s painfully hard to ignore the fact that this discussion is taking place against a background where privileged hearing academics are able to gain prestige, experience and status through hard-to-fund research projects. When we see yet another project that either excludes Deaf academics, or sees them situated in a lesser status in relation to it, we feel it.
A more appropriate question is: what tools can be created to enable Deaf academics to lead Deaf-related research projects, departments, and funding? The balance of hearing-Deaf academic power is hopelessly outweighed in favour of the former; nobody will deny that, but the question is: are you willing to find ways of relinquishing power to enable us all to redress that imbalance?
Now, of course, we have been very careful to qualify that when we say ‘Deaf Power’ we don’t mean some oppressive ruling structure that simply replicates the one that already exists, to replace one with another. We also certainly don’t mean it excludes hearing people as we have been at pains to say. And Deaf academics have a huge responsibility too, because looking around at us, the majority are white, middle-class, and our research is barely accessible to those who are not English literate; men outnumber women, and there is a glaring lack of black women and men, disabled deaf people, and many others.
Crucially, also, what is the nature of most of the research, another question altogether, but an important one.
These brief but key points are the thrust of our article. Within these thrusts we can find space to address ‘on the ground’ issues such as hearing/deaf relationships in academia. Owning up to privilege is key for us all: not to push people into some guilt trip, but to seek ways in which we can all drive research into the direction which recognises and encourages Deaf community self-determination, at the intersection.