by George W. Veditz (14:45)

Produced by the National Association of the Deaf

Original 1913

Reprint 1934

with permission from Gallaudet University

Ladd CH2 p. 120-123 Jason Toziar (7:12)

Ladd CH2 pages 98-100 Patricia Raswant (7:27)

Ladd CH 2 pages 90-92 Kevin Clark (6:45)

Ladd CH2 pages 84-86 Jim Brune (8:20)

Discusses the bio-power discursive system concerning the ‘Others’, specifically Deaf and disabled people, run by wealthy people, professionals and politicians. Touches upon the historical development of discourses in four stages of history showing how lay people and Deaf/disabled people have been split as the bio-power discursive system applies more specialism and professionalism. This split has serious consequences when the Deaf/disabled people disagrees with the system and wants to change it because of the four obstacles the system create.

Ladd CH2 pages 83-84 Grieser (6:53)

Discusses six domains/types of discourses Dr. Ladd identified that Western majority societies delegate responsibility  to rationalize and justify their oppressive actions upon “The Others.” They are political and administrative discourses, academic discourses, specialist discourses, medical discourses, scientific discourses and media discourses. They are all part of the discursive system that Deaf communities have to deal with.

Ladd CH2 p. 81-82 David Eberwein (3:19)

Introduction to the concept of “subaltern” that refers to any group that is denied meaningful access to ‘hegemonic’ power that includes the academic domain. Explains that “Deaf subaltern” refers to those whose lack of English-literacy skills render them effectively monolingual. In constructing a Deaf counter-narrative, it’s vital to ensure the thoughts and actions of Deaf subalterns are captured as well as setting them in relationship to the actions of any (comparatively elite) bilingual Deaf people.

Ladd CH2 p. 75-76 Riker (4:56)

Opens with two quotes – one by Sekou Toure and another by Walter Rodney – on impact of colonialist education and how it negatively impacts the social solidarity and social responsibility.

Discusses the importance of a Deaf space in the academy for Deaf counter-narratives that have not been rendered visible, i.e. mostly unwritten. Explains that Chapters 2 and 3 explores how Deaf communities have been conceived and acted upon during the time span of Western civilisation.

Discusses importance of understanding certain terminology and concepts before reviewing the history of Deaf communities. Also, discusses the importance for members of the majority cultures to unlearn and deconstruct one’s own culturally inherited perceptions in order to participate in engaged understanding.

Ladd p. 67-69 Eberwein (11:30)

Discusses radical / subaltern Deaf groups and their activities during the 20th century.

Ladd CH1 p. 27-30 Gough (11:16)

A brief overview of recent positive exposure of Deaf people and Sign Language in general society and the damages wrought on Deaf communities by Oralism since the 1880 Milan Conference which can be considered
Deaf holocaust. Also, a summary of a rare research on Oralism in the late 1970′s by Reuben Conrad and his group. Discussion on the word “holocaust” and how it can be applied to what Deaf communities went through.

Ladd INTRO p. 20-21 Durr (4:52)

Discusses the importance of transparency in this kind of literature and research work, access and interaction with authors and other creators. Discusses also the role of a Deaf author and the impact of small town, socialist, anarchaist, hippie and Deaf cultural values on the author. Also, some recommendations for which chapters to start with for some preferences and expectations of readers.

Ladd INTRO p. 1-2 Grushkin (6:12).

This also identifies the target audiences for this book – Deaf people, people working in Deaf related areas, parents of Deaf children and especially, radicals fighting for liberation of other groups.