Sean Chandler: Why I relate to the ‘DeaF’ construct to represent my identity

Two existing constructs of deafness (‘deaf’ and ‘Deaf’) exist, both refer to hearing loss. The way in which deafness is viewed, or celebrated, through each of these constructs differs.

The construct ‘deaf’ views the deaf body as ‘broken’ and needs to be ‘fixed’. Hearing assisted technology (i.e. hearing aids or cochlear implant) and an intensive programme of Speech and Language Therapy are offered.

Focused listening sessions are timetabled for the deaf child, and the child attends a mainstream school with varying levels of external support. This was my experience having been diagnosed with severe to profound hearing loss following meningitis aged 3 months old.

The ‘Deaf’ construct celebrates Deafness. BSL is taught to the Deaf child (becoming their first language,) Deaf history and culture are taught alongside an immersion in a strong Deaf community and prominent Deaf role models. Deaf-led events, youth clubs and schools are attended.

McIlroy and Storbeck (2010) challenge educators, parents, and researchers to ‘broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed’.

They offer the construct ‘DeaF’ as being someone who has been brought up in the hearing world, could be born to hearing parents, does not learn BSL from the start, finds the ‘Deaf’ world later on in their life and begins the process of learning BSL and starts to attend Deaf-led events.

This identity then leads to, this author hopes, the start of embracing their D/deafness in a positive, supportive environment.

I attended mainstream school with a severe to profound hearing loss and didn’t learn any sign language until after I graduated as a Secondary school teacher aged 21. As such, up to that point, being told that I am ‘not Deaf, but Hard of Hearing’ or that I ‘act like a hearing person’ has been thrown my way by Deaf people more times than I care to disclose.

I’ve been told on numerous occasions I haven’t a clue about what it means to be Deaf because I use my voice and I speak well. I very much felt like I had to speak well if I was to survive in school, so I, like so many deaf children in schools today, had to learn quickly.

In fact, in my work as a Teacher of the Deaf, mentor and a freelance workshop leader, I meet D/deaf/F people in my every day working life. The conversations I have with Deaf children and young people and their Deaf parents/family members reveals attitudes and stubbornly held beliefs that made me question what it means to be D/deaf, how I identify myself and how that reflects my hearing loss and experience.

More importantly, it makes me wonder what kind of example we as D/deaf/F people are setting to the children we come into contact with. They are watching us and how we interact with each other. We need to be mindful of this, whether we are attending a Deaf club, workshop or working in Deaf education.

We are their role models and impact on part of their lives, whether we like it or not. How we behave impacts on how they believe they need to behave.

I was not offered the chance to learn BSL when I was growing up. I absolutely wish I had been given that chance and I remember all too well going through mainstream school with hearing children not understanding me or my deafness.

I wasn’t deaf aware, so there was no chance my classmates would be. If I hadn’t met other D/deaf people when I was growing up, how was I supposed to know how a D/deaf person was supposed to act or be? Was it my fault that I didn’t know any other D/deaf children growing up?

We know that for the most part, deaf children who attend mainstream school are given next to zero opportunity to consider their own deaf identity and to meet other D/deaf people, without any discussion of D/deafness! As a result, they are viewed, and most probably view themselves, as a ‘hearing child with broken ears’.

Uncertainty, confusion and lack of role models led to a hit in self–esteem and resulted in me shoving my deafness to one side. Trying to ‘act like a hearing person’ was how I was able to get by at home and at school.

I came across the construct DeaF whilst studying for the Mandatory Teacher of the Deaf qualification. Suddenly, all things seemed to make sense. I didn’t care about trying to fit in to either the Deaf or hearing world. This is now my world and how I identify myself, and this construct of DeaFness needs to be shared far and wide.

Our shared oppression demands that we support each other. Very seldom do we find real comfort in a hearing world which increasingly ignores us (#whereistheinterpreter for starters).

My rallying cry is to D/deaf/F people everywhere. Let’s stand together regardless of level of deafness, construct, or experience and work together so no D/deaf/F child is left behind.

Only then can we prove truly that D/deaf/F can do it.

I hope that these words bring some sort of comfort to those who are still on the journey of coming to terms with their own deafness and identity. Thank you.

Sean Chandler, PGCE, BA(Hons), is a DeaF professional musician, Teacher of the Deaf, freelance workshop leader, educator and consultant for D/deaf/F children and young people. He is passionate about D/deaf/F children and young people being proud of their deafness and encouraging them on their own journey to finding their D/deaf/F identity. Chandler710@hotmail.com