REFLECTION Choose any 3 classmates of project 5a. Read each of these 3 essays. Create a blog post with the classmates names as references. Tell us one thing you learned from each classmate.
1. I learned the following information from Jennifer Slyvester's post.
"Leah practices signing in secret and eventually becomes an ASL interpreter as an adult, hoping this will replace feeling left out as a child. She learns that she will never be part of the Deaf culture because she can hear and the closest she will ever be to the Deaf is an interpreter."
"Many hearing people think Deaf would want to hear and regret loosing the sense. However, the Deaf think it is just a trait they have and live with an most love themselves for it. Learning ASL is just like learning to speak English or another language."
http://jennifer-humanities7.blogspot.com/
2. I learned the following from Katy Duarte's quote and comment on 5A.
"It is not the extent of hearing loss that defines a member of the Deaf Community but the individuals own sense of identity and resultant actions." Anne Mindness
“While hearing siblings were learning how to pronounce the names Rapunzel and Rumplestilskin, Lexington students were sitting in speech rooms learning how to pronounce their own names…while hearing children were learning to read stories, deaf children were learning to read their own parents lips.”
http://katyhuman7.blogspot.com/
3. I learned the following information from Maria Nye's post.
"Their mother left Irena at the deaf school with Sofia and vowed to never have any more children lest they also be born deaf. She felt bad and so this is the reason I believe that she refused to learn how to sign."
"The deaf believe that trying to cure it is like saying that Mexicans should bleach their skin because it would be easier to be white in a predominantly white society."
http://mariagn.blogspot.com/
4. I learned the following from Megan Mullen’s post about a guy in her class.
"I also learned a lot about hearing aids, like Cochlear implants. I actually have a class with a guy who has one, and it’s interesting to know that once the implant is done you are no longer able to use the traditional hearing aids that are more commonly seen."
http://megan-human7.blogspot.com/
5. I learned from Michelle Piscitello the following.
I was made aware of the frustration and pain that went on over the illness and death of the deaf person in the hospital. The lack of communication was sad and not right. This was wrong and would have never happened to a hearing person. She explained this incident in detail and very well.
http://michelle-assignment1a.blogspot.com/
6. I learned the following from Lori Sargiotto’s information.
"There is more to sign language than the hand movements, grammer is included in body language as well, this includes but is not limited to, eye contact, pacing, facial movements, lips, brows and the placement of the hands on the body. The equivalent of clapping hands is to raise the arms, with fingers splayed, and oscillate the wrists. There is one passage in the book that sum's up ASL beautifully." "Its very existence is a testament to people's will to communicate. It pays tribute to our determination to make connections in the face of incredible odds" (page 274)
http://racer-humanities7.blogspot.com/
7. I learned the following from Frank Dragun’s post.
"I was stirred by the man's appalling reaction towards James' silence and was surprised the stranger was not more empathetic towards others he does not know personally. If your not familiar with one's etiology, you should not make assumptions or draw conclusions because chances are that you will not be correct or fortuitous. I think more people should read Train Go Sorry and raise much needed awareness of the subject matter at hand."
http://humanities7fxd.blogspot.com/
8. I learned the following from Granville Morris.
“The National Association of the Deaf had established an active campaign against peddling for charity on behalf of the deaf. The brutal reality is hearing people for the most part just do not care about the issues that concern the deaf.”
The following quote stresses Granville’s point.
“Deaf organizations and their leaders have waged a battle against deaf peddlers at least since the end of WWII, when the National Association of the Deaf established a Committee for the Suppression of Peddling. They believed that the image of the peddler exchanging alphabet cards for donations perpetuates the worst stereotypes about deaf people: they can’t communicate; they can’t hold jobs; they are simple, stupid, seamy, incapable of moral reasoning.” (p 231)
http://arsenal-clockendgooner.blogspot.com/
Tuesday, April 28, 2009
Saturday, April 25, 2009
5a Train Go Sorry
5a "Train Go Sorry” Inside the Deaf World.
"I am a hearing student assigned the book Train Go Sorry in my Introduction to Humanities Class. Other readings assigned in this class include several essays from the book My California. In both books, we examined the cultures of California that form a microcosm of the U.S. In this essay, I will incorporate 4 required questions." Then proceed to include the following questions.
1. What does Train Go Sorry mean (who in the book is this referring to; there is a specific person, include his name and his outcome. Remember that good college writing assumes no one has read the information and you must present it or 'teach' it by giving us details.)?
2. What pair of 'shoes' do you think the main person in the book is walking in and what did she learn? In other words, who or what culture does she want to belong to and why?
3. What is one image you won't ever forget? Draw us a picture in words to explain this. What chapter is it in?
4. What are 5 facts about ASL or Deaf culture you think everyone should know after your reading of this book?
The book, Train Go Sorry was just ok for me, I do not feel it flowed very well. It seems like each chapter was like a completely different story but about the related information of the deaf lives of the students or family. For example, the story about James and his brother seemed to come out of no where. I do realize it is her style of writing. This is a book I will have to read again when I have more time and I can try to appreciate it more. I felt the entire book is one humiliation after another for the deaf students of Lexington School.
The story describes the school, students, teachers, and families of those in the book. The author, Leah Cohen is writing the book as an observer and participant and as a hearing person in a school for the deaf. She went to school there for 7 years and her father was the superintendent of the school. Her grandparents were both deaf. She tells about the death of her grandfather and how they really could not talk. She remembers one night walking home with him hand in hand.
The story tracks the progress of two students, James and Sofia. Sofia is a Russian immigrant who has to learn both English and ASL (American Sign Language) to go to the university. The second student is James, a poor boy from the projects who gets little or no support from his family. He also has a brother who he was very close to, in a near by prison. His brother robbed someone with a group of boys from the neighborhood.
The title of the book from ASL means, “you missed the boat, or missing the boat.” In general it means the missed opportunities that people have had to make connections between the hearing and the deaf. The idea of missing opportunities between these two groups is throughout the book. Chapter 12 deals with this in even more detail.
Chapter 12 starts off with James trying to see his brother Joseph who is in prison. His brother has been there for almost a year. He noted the prison was only a mile from his school and that he was the first of his family to visit his brother. He also stated that he really never got to say good bye because everything happened so quickly. When he finally had cleared all the hurdles to see him, he is told his brother was not there but in court. James then expressed how his life was a series of missed connections, lost opportunities. “James understands what has happened in a single phrase: train go sorry or train go zoom; in any case, it is the ASL equivalent of “you missed the boat.” The story of James life has been the story of missed connections, the train that has left the station, the boat that has set sail without him.” (p 188) The expression finally made sense to me, the train is gone sorry you missed it. It reminds me of broken English that you sometime hear those who do not speak English very well.
James second attempt to see his brother is the same result, he is in court again. The third attempt is successful, but the meeting is full of stress. They talk for a while and at the end of the conversation Joseph states that, “home is better than here.” I thought it was an interesting comment by James when he said if he were not deaf he might have been with the group at the robbery that put his brother in jail. He missed that train or boat. When they shake hands and James says goodbye, “he knows it was his brother who had missed the boat this time.” (p 198) Both had missed the boat at different times.
I thought chapter 5 was sad. Even the title, Words Left Unspoken tells you something about the information. This chapter goes into detail about the problems of communication between the deaf and the speaking. This is high lighted with the little girl (author) stating the following about her grandfather who was deaf. "He died before I was really able to converse in sign. I have never seen his handwriting. I once saw his teeth, in a glass, on the bathroom windowsill. Now everything seems like a clue" (p 69) She was unable to communicate with him because of the negative attitude about sign language at that time in history.
The author is walking in the shoes of deaf students but is still an outsider of the culture because she hears. She has to learn not only the sign language but also how to express what you are saying with your whole body. For the deaf, the face and expressions is the key to expressing the meaning of the words. She learned much from the students and their culture. She finally learned the language and worked in the deaf culture. She expressed how much she missed out on. She lived day to day with the deaf and could not sign or communicate with them.
There are many things about ASL or Deaf culture that I think everyone should know after reading this book. The following are just some of them.
When people can not communicate with each other it causes problems and frustration. It is even worse when it is family members. This could be a parallel to what is going on in the world today. Countries, groups, and people can not communicate and come to any sort of agreement on anything it seems. This was one of Freire’s central points about communication.
Deaf children, especially those born to hearing parents, need the company of other deaf children in order to learn the language that is best suited for them. Only in the company of other deaf children of varying ages and deaf adults is it possible for deaf children to pick up on Deaf culture, the culture that will understand them for who they are and not consider them handicapped. A deaf child who is mainstreamed is likely to spend most of his or her childhood isolated, unable to communicate effectively with peers or develop native fluency in sign language for effective communication with other deaf people. Schools for the deaf, on the other hand, provide rich opportunities for deaf children to develop socially as well as learn in classes that are thoroughly adapted for their skills and needs.
One of the largest and perhaps somewhat understated issues in the book is the question of the role of ASL in deaf education. I was shocked to read that some teachers at the Lexington School, at least in the early 1990s when this book was written, still had no fluency in ASL. How could they communicate with their students? As Cohen explains, Lexington was founded as an oral school, and it has only been quite recently that students were finally allowed to communicate with each other in sign. Cohen was born into a family where her father and grandparents were fluent in sign and used it as their primary means of communication, and she spent the first 7 years of her life living in a residential school for the deaf, haunting the hallways and even attending preschool classes with deaf children. With such an upbringing, fluency in ASL should have almost been her birthright. Instead, with ASL banned on campus during the time she lived there, she did not start to learn sign language until her college years, by taking private lessons.
The image I will not forget is the deaf students hiding to communicate with each other with sign language. I was surprised and shocked to learn that the students at the school could not communicate by signing with each other. The only place it was practiced was in their rooms behind closed doors. If someone saw them using sign language they would be disciplined.
The truly tragic "Train Go Sorry" in this book is the fact that Cohen was denied learning sign language as a child, and that deaf students anywhere studying in deaf schools still find teachers in their classrooms who do not know and use ASL. While oral skills have their place and should be a part of the deaf curriculum, they should constitute a minor course of study, and not the medium of instruction.
One of the main theme’s the book is the argument about ‘mainstreaming’ versus Deaf culture. Should deaf children be assimilated into the hearing world, or be brought up in the world of Deaf people? She argues that it is essential for deaf children to have a rich linguistic culture, and the only way to get that is in a signing world. In American Sign Language, ‘train go sorry’ means 'missing the boat.' Leah Hager Cohen uses the phrase as shorthand for the many missed connections between deaf and hearing people.
The idea of the cochelar implants brings up the discussion of what is best for the individual.? It seems that those that get the implants loose the cultural value of their community. Would it be better for them to be more in the hearing world or the deaf world? I do not feel there is any one answer.
The Tower of Babel, (chapter 8) I feel is the real heart of this book and the information about the conflict of the non hearing and hearing worlds. The chapter discusses the problem of all the different types of communications going on at the school. “The students receive a mishmash of languages and contradictory messages about how they are expected to communicate. Students come to the school with different communication systems, so one classroom might contain oral and signing students who are unable to understand one another. In short, it’s a mess, at least as far as policymakers are concerned.” (p 115) It goes on to say it has been going on for a hundred years, and its identity is an oral school. Dr. Leigh with personal experience advocates using both oral and signing to communicate. (p 116) The image or attitude I will not forget after reading this book is the way the deaf students were treated. They were treated terrible for communicating with sign language. This chapter talks in detail about how the deaf students were denied the ability to communicate with each other with sign language. This was not limited to the school environment but this was everywhere. They were punished in various ways for signing some even physical punishment. If the students were observed signing even on the streets they would be treated as if they were engaged in some unseemely act. A school official would go to them and send them on their way. What was also surprising to me was that this attitude and actions was accepted by both students and parents as, the way it was.
I thought the use of the Tower of Babel was fitting since that is where Jehovah God confused the one language and caused the people to start using many languages because of disobedience. From this point on they no longer spoke one language. They could not easily communicate with each other from this point on. Genesis 11: 1-9.
Communication is one of the most important things individuals, governments, or anyone can do. The better and more people communicate the better off everyone will be. This would be expressed very well and Freire would appreciate the Bible verses found in Prov. 15:22-23. These verses discuss communication and the frustration when there is a lack of talking.
"I am a hearing student assigned the book Train Go Sorry in my Introduction to Humanities Class. Other readings assigned in this class include several essays from the book My California. In both books, we examined the cultures of California that form a microcosm of the U.S. In this essay, I will incorporate 4 required questions." Then proceed to include the following questions.
1. What does Train Go Sorry mean (who in the book is this referring to; there is a specific person, include his name and his outcome. Remember that good college writing assumes no one has read the information and you must present it or 'teach' it by giving us details.)?
2. What pair of 'shoes' do you think the main person in the book is walking in and what did she learn? In other words, who or what culture does she want to belong to and why?
3. What is one image you won't ever forget? Draw us a picture in words to explain this. What chapter is it in?
4. What are 5 facts about ASL or Deaf culture you think everyone should know after your reading of this book?
The book, Train Go Sorry was just ok for me, I do not feel it flowed very well. It seems like each chapter was like a completely different story but about the related information of the deaf lives of the students or family. For example, the story about James and his brother seemed to come out of no where. I do realize it is her style of writing. This is a book I will have to read again when I have more time and I can try to appreciate it more. I felt the entire book is one humiliation after another for the deaf students of Lexington School.
The story describes the school, students, teachers, and families of those in the book. The author, Leah Cohen is writing the book as an observer and participant and as a hearing person in a school for the deaf. She went to school there for 7 years and her father was the superintendent of the school. Her grandparents were both deaf. She tells about the death of her grandfather and how they really could not talk. She remembers one night walking home with him hand in hand.
The story tracks the progress of two students, James and Sofia. Sofia is a Russian immigrant who has to learn both English and ASL (American Sign Language) to go to the university. The second student is James, a poor boy from the projects who gets little or no support from his family. He also has a brother who he was very close to, in a near by prison. His brother robbed someone with a group of boys from the neighborhood.
The title of the book from ASL means, “you missed the boat, or missing the boat.” In general it means the missed opportunities that people have had to make connections between the hearing and the deaf. The idea of missing opportunities between these two groups is throughout the book. Chapter 12 deals with this in even more detail.
Chapter 12 starts off with James trying to see his brother Joseph who is in prison. His brother has been there for almost a year. He noted the prison was only a mile from his school and that he was the first of his family to visit his brother. He also stated that he really never got to say good bye because everything happened so quickly. When he finally had cleared all the hurdles to see him, he is told his brother was not there but in court. James then expressed how his life was a series of missed connections, lost opportunities. “James understands what has happened in a single phrase: train go sorry or train go zoom; in any case, it is the ASL equivalent of “you missed the boat.” The story of James life has been the story of missed connections, the train that has left the station, the boat that has set sail without him.” (p 188) The expression finally made sense to me, the train is gone sorry you missed it. It reminds me of broken English that you sometime hear those who do not speak English very well.
James second attempt to see his brother is the same result, he is in court again. The third attempt is successful, but the meeting is full of stress. They talk for a while and at the end of the conversation Joseph states that, “home is better than here.” I thought it was an interesting comment by James when he said if he were not deaf he might have been with the group at the robbery that put his brother in jail. He missed that train or boat. When they shake hands and James says goodbye, “he knows it was his brother who had missed the boat this time.” (p 198) Both had missed the boat at different times.
I thought chapter 5 was sad. Even the title, Words Left Unspoken tells you something about the information. This chapter goes into detail about the problems of communication between the deaf and the speaking. This is high lighted with the little girl (author) stating the following about her grandfather who was deaf. "He died before I was really able to converse in sign. I have never seen his handwriting. I once saw his teeth, in a glass, on the bathroom windowsill. Now everything seems like a clue" (p 69) She was unable to communicate with him because of the negative attitude about sign language at that time in history.
The author is walking in the shoes of deaf students but is still an outsider of the culture because she hears. She has to learn not only the sign language but also how to express what you are saying with your whole body. For the deaf, the face and expressions is the key to expressing the meaning of the words. She learned much from the students and their culture. She finally learned the language and worked in the deaf culture. She expressed how much she missed out on. She lived day to day with the deaf and could not sign or communicate with them.
There are many things about ASL or Deaf culture that I think everyone should know after reading this book. The following are just some of them.
When people can not communicate with each other it causes problems and frustration. It is even worse when it is family members. This could be a parallel to what is going on in the world today. Countries, groups, and people can not communicate and come to any sort of agreement on anything it seems. This was one of Freire’s central points about communication.
Deaf children, especially those born to hearing parents, need the company of other deaf children in order to learn the language that is best suited for them. Only in the company of other deaf children of varying ages and deaf adults is it possible for deaf children to pick up on Deaf culture, the culture that will understand them for who they are and not consider them handicapped. A deaf child who is mainstreamed is likely to spend most of his or her childhood isolated, unable to communicate effectively with peers or develop native fluency in sign language for effective communication with other deaf people. Schools for the deaf, on the other hand, provide rich opportunities for deaf children to develop socially as well as learn in classes that are thoroughly adapted for their skills and needs.
One of the largest and perhaps somewhat understated issues in the book is the question of the role of ASL in deaf education. I was shocked to read that some teachers at the Lexington School, at least in the early 1990s when this book was written, still had no fluency in ASL. How could they communicate with their students? As Cohen explains, Lexington was founded as an oral school, and it has only been quite recently that students were finally allowed to communicate with each other in sign. Cohen was born into a family where her father and grandparents were fluent in sign and used it as their primary means of communication, and she spent the first 7 years of her life living in a residential school for the deaf, haunting the hallways and even attending preschool classes with deaf children. With such an upbringing, fluency in ASL should have almost been her birthright. Instead, with ASL banned on campus during the time she lived there, she did not start to learn sign language until her college years, by taking private lessons.
The image I will not forget is the deaf students hiding to communicate with each other with sign language. I was surprised and shocked to learn that the students at the school could not communicate by signing with each other. The only place it was practiced was in their rooms behind closed doors. If someone saw them using sign language they would be disciplined.
The truly tragic "Train Go Sorry" in this book is the fact that Cohen was denied learning sign language as a child, and that deaf students anywhere studying in deaf schools still find teachers in their classrooms who do not know and use ASL. While oral skills have their place and should be a part of the deaf curriculum, they should constitute a minor course of study, and not the medium of instruction.
One of the main theme’s the book is the argument about ‘mainstreaming’ versus Deaf culture. Should deaf children be assimilated into the hearing world, or be brought up in the world of Deaf people? She argues that it is essential for deaf children to have a rich linguistic culture, and the only way to get that is in a signing world. In American Sign Language, ‘train go sorry’ means 'missing the boat.' Leah Hager Cohen uses the phrase as shorthand for the many missed connections between deaf and hearing people.
The idea of the cochelar implants brings up the discussion of what is best for the individual.? It seems that those that get the implants loose the cultural value of their community. Would it be better for them to be more in the hearing world or the deaf world? I do not feel there is any one answer.
The Tower of Babel, (chapter 8) I feel is the real heart of this book and the information about the conflict of the non hearing and hearing worlds. The chapter discusses the problem of all the different types of communications going on at the school. “The students receive a mishmash of languages and contradictory messages about how they are expected to communicate. Students come to the school with different communication systems, so one classroom might contain oral and signing students who are unable to understand one another. In short, it’s a mess, at least as far as policymakers are concerned.” (p 115) It goes on to say it has been going on for a hundred years, and its identity is an oral school. Dr. Leigh with personal experience advocates using both oral and signing to communicate. (p 116) The image or attitude I will not forget after reading this book is the way the deaf students were treated. They were treated terrible for communicating with sign language. This chapter talks in detail about how the deaf students were denied the ability to communicate with each other with sign language. This was not limited to the school environment but this was everywhere. They were punished in various ways for signing some even physical punishment. If the students were observed signing even on the streets they would be treated as if they were engaged in some unseemely act. A school official would go to them and send them on their way. What was also surprising to me was that this attitude and actions was accepted by both students and parents as, the way it was.
I thought the use of the Tower of Babel was fitting since that is where Jehovah God confused the one language and caused the people to start using many languages because of disobedience. From this point on they no longer spoke one language. They could not easily communicate with each other from this point on. Genesis 11: 1-9.
Communication is one of the most important things individuals, governments, or anyone can do. The better and more people communicate the better off everyone will be. This would be expressed very well and Freire would appreciate the Bible verses found in Prov. 15:22-23. These verses discuss communication and the frustration when there is a lack of talking.
Wednesday, April 15, 2009
4c Classmate Response
“4c Classmate Reflection from 3a”
Leanne Sjoren’s Blog
REFLECTIONChoose any 1 classmate of project 3 that wrote about your same topic in any one component (a World Cities, b Beaches, c Inland Areas) and briefly compare/contrast their choices using the following format in a blog post:1. Who is your classmate, what is the component category, what is the name of the choice?
My classmate is Leanne Sjoren. Her topic was world cities, and she focused on San Francisco and Los Angeles. (Northern and Southern California) We both compared two well known cities at the opposite end of the state. We both used S.F. and had some similiar thoughts and some different ones.
EXAMPLE Liz and I both focused on blank 1 point What is something similar this classmate said about the choice?
Leanne and I had some of the same stereotypes about the two regions of the state. We also both talked about the contrast in the weather and the beaches. Her information was a combination of my cities and beaches.What is something different this classmate said about the choice?Leanne noted how S.F. and L.A. are both magnets for artistic and creative people. She also noted the geography and how L.A. is spread out and S.F. is confined to a smaller area. She also brought out that L.A. weather could be considered paradise and that everyone hangs out with movie stars and drives expensive cars. She also stated that she felt Alfred Hitchcock contributed to the era of mystery and mystic of S.F. by his movies.
EXAMPLE Liz and I have differing opinions on blank.
Leanne and I differed on our curiosity about L.A. She wanted to know what it would really be like to live in LA and I would have no desire to find out. I do not like the crowded and busy life style of the L.A. area. I will take the quiet, slow pace of a small town any day.
How would you relate this to Freire's ideas regarding dialogue? For example, you went in thinking one idea, your classmate had a different idea. What new idea emerged from this process?
Leanne wanted to know what it would really be like to live in LA and I would have no desire to find out. I do not like the crowded and busy life style of the LA area and she seems like she would like it. The only new idea from this topic might be my feeling that the state should be divided into North and South. My parents always tell people (especially out of state) that we are from “Northern California” because of the many stereotypes of Southern California. Usually it is Northern, in the wine country or redwoods. This is stressed to eliminate that California image.
The dialogue did the following.To generate new knowledge about global studies. To spur greater civic engagement and social responsibility. To cultivate intercultural competencies.
http://leannesjoen.blogspot.com/2009/03/3a-world-cities.html
Leanne Sjoren’s Blog
REFLECTIONChoose any 1 classmate of project 3 that wrote about your same topic in any one component (a World Cities, b Beaches, c Inland Areas) and briefly compare/contrast their choices using the following format in a blog post:1. Who is your classmate, what is the component category, what is the name of the choice?
My classmate is Leanne Sjoren. Her topic was world cities, and she focused on San Francisco and Los Angeles. (Northern and Southern California) We both compared two well known cities at the opposite end of the state. We both used S.F. and had some similiar thoughts and some different ones.
EXAMPLE Liz and I both focused on blank 1 point What is something similar this classmate said about the choice?
Leanne and I had some of the same stereotypes about the two regions of the state. We also both talked about the contrast in the weather and the beaches. Her information was a combination of my cities and beaches.What is something different this classmate said about the choice?Leanne noted how S.F. and L.A. are both magnets for artistic and creative people. She also noted the geography and how L.A. is spread out and S.F. is confined to a smaller area. She also brought out that L.A. weather could be considered paradise and that everyone hangs out with movie stars and drives expensive cars. She also stated that she felt Alfred Hitchcock contributed to the era of mystery and mystic of S.F. by his movies.
EXAMPLE Liz and I have differing opinions on blank.
Leanne and I differed on our curiosity about L.A. She wanted to know what it would really be like to live in LA and I would have no desire to find out. I do not like the crowded and busy life style of the L.A. area. I will take the quiet, slow pace of a small town any day.
How would you relate this to Freire's ideas regarding dialogue? For example, you went in thinking one idea, your classmate had a different idea. What new idea emerged from this process?
Leanne wanted to know what it would really be like to live in LA and I would have no desire to find out. I do not like the crowded and busy life style of the LA area and she seems like she would like it. The only new idea from this topic might be my feeling that the state should be divided into North and South. My parents always tell people (especially out of state) that we are from “Northern California” because of the many stereotypes of Southern California. Usually it is Northern, in the wine country or redwoods. This is stressed to eliminate that California image.
The dialogue did the following.To generate new knowledge about global studies. To spur greater civic engagement and social responsibility. To cultivate intercultural competencies.
http://leannesjoen.blogspot.com/2009/03/3a-world-cities.html
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