my rant about those who rant about "happy holidays" greetings.

Before I start seeing all the "keep Christ in Christmas" Facebook
posts (and likes) chastising anyone who would dare say Happy Holidays, I urge you to remember that Christmas is not the only holiday being celebrated right now*. Let me say that again: Christmas is not the only holiday being celebrated right now.

 People who get bent out of shape over someone saying "Happy Holidays" because it is somehow taking "Christ out of Christmas" baffle me.  I just don't get how someone wishing me well takes Christ away.  Did that greeting make it impossible for me to reflect, pray, or prepare for the coming of Christ in some way? Did that greeting shut the doors to my church? I'm pretty sure that isn't how it works.

Further, those who make the assertion that "Happy Holidays" is so horrible, seem to be ignoring Christ's message of tolerance, peace and love by refusing to gracefully accept that other's offer of good will.

I routinely say "Happy Holidays," "Merry Christmas, " or "Happy Hanukkah" depending on who I'm talking to or how they greet me. I don't celebrate Hanukkah, but if you wish me a happy one, I say "right back atcha, dude." Whatever the words, the message is the same: "Peace and good will to you, my friend."  That's what all those things mean. The rest is semantics. How is Christ ever taken out of that?

So, if someone says "Happy Holidays" to you, instead of taking that as a personal affront to you and your God, choose a kinder assumption that the person is simply wishing you well regardless of the holiday you celebrate during this time, and wish them well in whatever way you think is appropriate.

*Some other holidays being celebrated during the Nov-Jan holiday season:

• Thanksgiving
• Hanukkah 
• Winter Solstice
• Soyal
• Ashura
• Bohdi Day
• Kwanza
• New Year's

public art for the win

Knowing I love and all things Sherman Alexie (and therefore fantastic), Bird's partner, Melissa, showed me a piece of public art in Spokane while I was visiting. For this piece, Sherman Alexie wrote the poem, That Place Where Ghosts of Salmon Jump, which is inscribed on the spiral. Upon reading it I  was blown away by the poem itself, the placement of the spiral overlooking the Spokane Falls, and the beauty and power in such a simple design. My picture doesn't begin to do it justice, but here it is:

About the spiral, Alexie has been quoted as saying, "The design forces people to dance. The true power of it is in watching people reading the poem in that way." Which I adore.

thanks, but no thanks

In 1744, the government of Virginia offered a college education to some of the young Iroquois men. Below is the reply from one of the Iroquois (unnamed), as recounted by Benjamin Franklin (and was read at my college graduation).  Here it is:

“We know that you highly esteem the kind of learning taught in colleges, and that the maintenance of our young men, while with you, would be very expensive to you.  We are convinced, therefore, that you mean to do us good by your proposal, and we thank you heartily. But you who are wise must know that different nations have different conceptions of things; and you will therefore not take it amiss if our ideas of this kind of education happen not to be the same with yours. We have had some experience of it: several of our young people were formerly brought up  at the colleges of the northern provinces; they were instructed in all your sciences; but when they came back to us, they were bad runners; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy; spoke our language imperfectly; were therefore neither fit for hunters, warriors, or counselors; they were totally good for nothing.  We are, however, not the less obliged by your kind offer, though we decline accepting it; and to show our grateful sense of it, if the gentleman of Virginia will send us a dozen of their sons, we will take a great care of their education, instruct them in all we know, and make men of them.”

Source:
Blaisdell, Robert. Great Speeches by Native Americans. Mineola, NY: Dover Publications, 2000. 15. Print.

So, What Should Parents Do?

Part 2 -

Regardless of the CI issue, or if you want to your child to try speech and speech reading, I think all parents who have a child who is deaf should do the following:

• Enroll in an ASL course (if you have a first steps program, they should aid in the cost of this) – if one is not offered, contact a National Association for the Deaf for help.
• Set aside some time each day for "Signing Time" - even if it's just an hour. Just like hearing babies learn spoken language by absorbing what they hear around them; deaf babies learn manual language by absorbing what they see. They will start “babbling” with their hands. Kids are language magnets, so even if you have other children, they can participate too.
• Socialize with the Deaf Community, hire Deaf babysitters, go to Deaf events, etc. There are more than you think!
• If you live in a city large enough and you have the resources, try to start a Deaf play group – make this a Signing Time for everyone- again, the kids will learn more by watching you.
  
  When it comes to deciding on education, there are many different options. From what I have read and observed a bilingual approach works best. A really good book to check out is Raising and Educating a Deaf Child. It is a must read for any parent of a Deaf child before they decide to do anything.

Other things to watch/read/resources:

Documentary - For a Deaf Son
Documentary - Sound and Fury

Book - Train Go Sorry
Book- Pictures in the Air: the Story of the National Theater for the Deaf

Website - Captioned Media Program

Views on Deafness & Cochlears

A lot has been discussed lately on the subject of Deafness in my personal blogosphere. So, I thought I’d join in. You might find it interesting to check out Matt’s post here and FishFrog’s post here if you haven’t already. I think FishFrog's post here could also be considered related. This will be in two posts. First – the issue of Deaf Culture and Cochlear Implants & my vies. Secondly, what I think a good plan of action for parents of deaf children looks like.

I have been fortunate enough to learn American Sign Language from native signers and to learn about Deaf culture through readings, classes, and personal experiences while teaching and socializing with Deaf people. Because of these experiences I have a great respect for the Deaf Culture. Like any culture, there are many differences and differing viewpoints on a variety of subjects within the Deaf Culture. Whenever talking about other cultures we must recognize the existence of these differences and also remember that no culture is wholly good or bad, right or wrong. They just are.

Both my experiences and my knowledge of deaf history have shaped my views on the subject of Cochlear Implants. I see both the positives and the negatives that Implants can offer. I only hope the technology continues to get better so enrich the lives of those who would prefer to hear. CI can be a godsend to those who want them. It is also important to understand that not everyone wants them, and to the validity of their views and the controversy that surrounds Implants.

Many within the Deaf Culture see Implants as a form of cultural genocide. The mainstream society is once again belittling and discrediting their language and way of life. To fully appreciate this view point, I believe you must understand the history of Deaf Education from the last 150 years or so. In the 1850s Deaf schools with Deaf teachers who used a manual language (signing) for instruction were abundant. It was in about the 1880s that the man push for Oralism (speech and speech reading) came about from well-intentioned people who thought that Deaf people would be better off being as close to hearing as possible. Teachers were fired, children were punished for using sign language, and strict oralism was implemented across the country. Although most oral institutions today admit the benefits of signing, only very recently have these oral schools allowed any signing at all. I actually know a teacher who comes from the oral philosophy, but left a prominent oral institution in the area because she was disgusted that the children were reprimanded for trying to sign.
For years, doctors have told parents that any signing at all will hinder a child’s ability to learn English. Although most now acknowledge that this is not the case, many people still believe this. It is funny to me that we teach our hearing babies signs to foster their language development, but we keep sign language away from children who are deaf as long as possible.

For a complete history, I recommend Harlan Lane’s Mask of Benevolence. It is a great book that not only details the manual and oralist movements, but also brings to light different modes of technology over the years used to “cure” deafness, and the proposed practice of not allowing people who were deaf to have children. It is within this context that you can begin to realize why the Deaf Community feels the way they do. You might also check out Journey into a Deaf-World and When the Mind Hears also by Harlen Lane.

My main problems with Implants are twofold. The implants themselves and the mindset (I’m going to continue to call it Oralist b/c to me Implants are simply a tool for the oralist philosophy) that no one would want to be Deaf, that it is child abuse not to implant your child. In my opinion, people who say this, like many, do not know the greatness the Deaf Community has to offer or the risks and inconveniences that Implants offer.

Firstly, the risks/negatives: These risks range from the dangerous (meningitis) to daily annoyances (setting off theft alarms at department stores). The FDA has a list of benefits and risks here. Personally, I am not convinced that the benefits outweigh the risks. Once these “cons” are addressed and fixed, I would change my views on the technology itself.

Secondly, the mindset: In my experience, the mindset that assimilating into the mainstream hearing culture is the only way for Deaf people to have a good quality of life leads well-intentioned doctors, educators, and social workers to push the oralism and CI. Parents all too often are not given all the options. I have interviewed coordinators for First Steps and they admit that they do not give parents information on signing or resources to get in touch with Deaf adults and associations. They do not give information about signing classes for hearing parents of deaf children, deaf baby-sitting information, or anything. They do give them lots of information on Cochlear Implants and information about the many private oral schools here in the area. Throughout history, this disregard for the Deaf culture has been common practice to the detriment of the children these doctors and professionals profess to serve. If you read any of those books I mentioned, you will hear recounts of doctor visits, etc.

This is what people have a hard time understanding: Scores of Deaf people have no desire to ever hear a sound. Many do not use their hearing aids because they find the noise annoying. Many deaf people enjoy music – just not in the same way that most hearing people do.

So this brings us to what you should do if you have a deaf child. Get a cochlear implant? Maybe. Maybe not. Technology is getting better and each parent has to make that decision. I do not believe, however, that parents can make an informed decision if they have no understanding of the Deaf Culture. I believe they must talk to members of the Deaf Community about their experiences and then make the best decision they can for their child. Regardless, I believe all children who are Deaf should be given the chance to learn their natural language – manual language (in the US, American Sign Language).

Indian Boarding Schools - Canada

While Indian Boarding Schools in the the US closed in the 1920s, the schools in Canada remained open much later. Although most closed by the 1970s, the last Indian Boarding (or Residental) School did not close until 1996! Much like in the US, students attended these schools not of their own free will, but were instead legally kidnapped from their families. Similarly, most students had no contact with their families and communities for up to 10 months at a time, due in large part to the fact the schools were deliberately located far away from native communities. These children, too, were prohibited from speaking their language and suffered corporal punishment if caught speaking it.

Surprise of surprises, evidence of wide-spread abuse – sexual, physical, and emotional- was brought to light in the late 1990s. Now, the Canadian government is giving survivors compensation in the form of $10,000 for their first year at the school, and $3,000 for each year spent after that. Some recipiants think it's too little, too late; others realize it won't erase the horrors of the past, but accept that it is compensation of some sort.

For my Canadian readership: Has this been in the news? Did you know about this issue prior to the decision to pay out this money? What are your thoughts?

For everyone: what are your thoughts on compensation? Do you think there should be a statue of limitations? Does it do any good, is it not enough, too much? All points of view are welcome.

If anyone would like more info on Indian Boarding Schools, I'd be happy to give it to you. If you are really interested, I reccommend reading Education for Extinction: American Indians and the Boarding School Experience by D. Adams. It is extremely detailed and outlines the phenomenom really well.

Arapaho Language Revalization

It is my opinion that Culture is expressed through language. That is why I am such a huge proponent of American Sign Language and giving it the respect it has not had since the mid 1800s. Around the same time that the push for Oralism (no signing, only lip-reading and speech) came along, the United States also began to implement its greatest attack on American Indian Languages and Culture - The Off Reservation Boarding Schools (eluded to in a previous post).

Children at these schools were, among other things, secluded from other children who spoke the same language (so English would be their common language) and endured corporal punishment if caught speaking their native languages. In part, these actions lead to a new generation of speakers that would not speak their language or pass it on to their children. Now, most fluent speakers of native languages are aged 50 or older. Language cannot survive if it is locked away only to be brought out at ceremonies and other events and a culture cannot truly survive with out its language. Language is how we describe the world around us and make it our own.

In this article, my favorite professor, Dr. Stephen Greymorning says (and I agree), "Language shapes how people give meaning to the world, and often the only way to get an idea of cultural differences is through the language," he says. "A language does some very interesting things that can give people an idea of the logic and values that distinguish one culture from another."

For the past several years, Dr. Greymorning has been working on a project to revitalize the Arapaho language by creating immersion language classes for Arapaho children, and most recently by creating another program that fosters more parental involvement. He also had a big role in teaming up with Disney to make an Arapaho dubbed version of Bambi. You can read about his efforts here, here, and here.

Yay to Dr. Greymorning!

This post brought to you by "Thoughtful Thursdays"

Children and Nature

When I was a sophomore in college, I had the opportunity to volunteer at Martin Luther King School in Berkely, CA in their Edible School Yard. If you clicked on the link, you read how cool it is and what a great way it is to teach kids about nutrition, the land, and the importance of the environment  It also fosters their creativity, lets them get their hands dirty, and gives them ownership of the project. While I was there, the kids made artichoke hearts in a bed shaped as a heart, created a pathway out of bricks, composted their own soil, and built a shaded outdoor seating area so they could have lessons with the gardener  Not only did they learn how to grow food, but they also were taken into the kitchen and taught how to prepare nutrition meals. I was so impressed by this program, so I thought I would share it. I started looking for something like that here in St. Louis. Because the midwest is a bit colder during the traditional school year than California, we do not have as much opportunity for programs such as this to be integrated into curricula, but there is some. The Green Center, for instance, has a vegetable garden project with six the U. City Schools. Between work and school I haven't had a chance to check it out yet, although I have volunteered with the Green Center for some of their other projects and they do a lot of cool stuff.

I also just recently started this extremely interesting book called, Last Child in the Woods, by Richard Louv. The book discusses the devastating trend of children being inside and being cut off from nature. He discusses some of the many advantages to being outside and experiencing green space -- In one chapter, he focuses on the making of tree houses and how much a child learns about physics, mechanics, and general common sense from the experience - things that shouldn't necessarily be, or possibly cannot be, learned in a classroom. Anyway, I'm not finished with the book, and I'm sure I will have more to say on the subject once I'm done. In the meantime, I encourage any one who has kids, or is planning to have kids, to check out this book. It would also be nice to discuss the book and see what you all think.

"When one tugs at a single thing in nature, he
finds it attached to the rest of the world." --John Muir