Historical Event Related to Deaf People - Research Paper Example

Deaf President Now 1988& 2006 Lecturer’s Due Introduction In the history of the deaf people, several milestones have passed based on their freedom, fight for equality, education and leadership. The discussion below mainly focuses on two historical events that occurred at a university established for the deaf. Deaf President Now (DPN) is a renowned event that occurred in 1988 and reoccurred in 2006 at Gallaudet University. The two similar events majorly concentrate on the fact that the deaf community felt that they needed someone who feels and experiences the same life they do as their leader. The article below focuses on a few aspects revolving around the impacts of the event on the deaf community and a detailed chronological assessment of the activities that took place during the events. Impacts of the events on both the hearing and the deaf In DPN, most of the deaf people stood up saying that they do not want nor accept degraded status, they want a deaf president now (Wilkins, 1998, 1, 5). Based on the effects of DPN, it is appropriate to assume that the protests affected the hearing more than the deaf. Deaf people always knew that they can do almost everything that the hearing do; for example, reading, teaching and leading. However, the hearing never imagined the possibility of such to happen; until DPN, most hearing people did not agree (Wilkins, 1998, 1, 8). DPN changed that perception. Simultaneously, the events were a strong memento that showed the deaf that they did not have to follow or adhere to any limitations set for them by others (Wilkins, 1998, 1, 5). The Deaf President Now protests instilled a sense of pride and high self-esteem among the deaf and hard of hearing persons from all walks of life. More graduates from the Gallaudet University and other campuses are acquiring great professions that were once considered limited to the hearing only. Deaf President Now led to social and legislative change in the United States. The country so a number of changes in its Bill of Rights of the deaf and other impaired individuals, months and years later following the aftermath of the 1988 protest. The state passed so many laws between 1988 and 1993, which promoted and enhanced the lives of deaf people, more than in the two hundred and sixteen years of the nation’s existence. Months after the 1988 protest, the state passed acts such as the Television Decoder Circuitry Act, Telecommunications Accessibility Enhancement Act and the Americans with Disability Act (Wilkins, 1998, 1, 20). First, the Telecommunications Accessibility Enhancement Act ensured that all telecommunication systems be utterly available for the deaf and hard of hearing. Second, the Television Circuitry Act declared that as of July 1993, all TVs above 13 inches should have a chip that would display subtitles of the language in different films. Finally, the American Disabilities Act shielded deaf people and other physically impaired people from stigmatization and discrimination (Wilkins, 1998, 1, 16-24). In the deaf community, students in schools held a number of ‘small DPNs,’ which led to a rise in the figure of senior deaf administrators. Since the original Deaf President Now protest in 1988, students coming from deaf schools around the country participated in a number of demonstrations advocating deaf leaders. Four students led the DPN protest; Jerry Covell, Greg Hlibok, Tim Rarus and Bridgetta Bourne (Wohlstein, 1997, 183, 12). Additionally, deaf people who held certain positions in schools had their ranks elevated with time. In addition to rise in political ranks, there is a rising number of deaf and hard of hearing people with advanced degrees. Fifty percent of the students who graduate from Gallaudet University proceed to graduate schools, in pursuit of higher degrees. Most deaf people today do not need counseling in order to understand that they have the ability to succeed. Numerous young people enter into top level professions, which the hearing previously dominated. Some of these professions include law, entrepreneurship and medicine (Wilkins, 1998, 1, 33). As the influence of DPN, a number of schools for the deaf rose in a number of countries both locally and globally. Countries such as Japan, South Africa and Japan established institutions for the deaf and hard of hearing. A year after DPN 1, Gallaudet University held a huge event that incorporated the whole global deaf community, known as the DEAF WAY. That event joined so many deaf people and showed them opportunities on how to enjoy the riches of the deaf traditions. Years later in 2002, President Jordan held another DEAF WAY two with a similar agenda as the first one, which had a great attendance (Wilkins, 1998, 1, 31-49). The protests of Deaf President Now did not only alter the lives of deaf and hard of hearing people. It also affected the lives of the hearing, because it showed them that the deaf can do more than assumed. For that reason, a number of Americans learn the American Sign Language (ASL) to facilitate easier communication. Schools and colleges tutor ASL, which they categorize as a foreign Language. In the entertainment arena, more deaf people enroll in films unlike before DPN, where they mostly assume the character of a deaf person. Previously, deaf people appeared less in movies, and of they did, they appeared as passive characters. However, today the number of deaf actors increased (Wilkins, 1998, 1, 54). Finally, DPN put Gallaudet University on the map. All around the world many people talked about Gallaudet University. The civil rights movement formulated by the faculty, students, alumni and staff at the campus struck the interest of many people, even if they did not know any deaf person. After Elisabeth Zinser resigned, I. King Jordan took the position as the president of the University for 20 years, and he became a famous person (Hutchetson, 1996, 385, 13). The two events sent a powerful message to the world and still do to-date. Historical background of the event (DPN 1 and DPN 2) DPN1 Gallaudet University for the deaf, established by the United States in 1864 aimed at providing quality education for the deaf people in the society (Orlans, 1989, 8, 2, 9). However, even after its establishment, prejudice and discriminations went on in the state. The hearing community always felt that they had a better chance of handling the deaf, more than the deaf could do on their own. Before the protests, the University already had seven presidents. One of the most recalled presidents was Edward Miller, who took the presidential position in 1969 (Orlans, 1989, 8, 2, 6). He was an honorable man among the deaf people in the school, because he helped in the development of the school. He was later succeeded by an obnoxious leader who served for a short time. In 1984, the Board of trustees announced Jerry lee as the sixth president of Gallaudet University. Like his former predecessor Edward Miller, Jerry Lee served as a good leader in the institution, and he helped in improving its finance and athletics. However, he resigned in 1987 opening the doors for another presidential search. At that time, members of the campus contemplated about having a deaf president (Orlans, 1989, 9, 2, 28). As the panel looked for a fresh head, on February 28, 1988, the committee announced Dr. Harvey Corson, Elisabeth Zinser and Dr. I. King Jordan as the three finalist of the presidential rally. The two male finalists were deaf while Elisabeth Zinser was a hearing person (Orlans, 1989, 11, 3, 18). From March 1, deaf students held rallies campaigning for a deaf leader. The board secretly met with the three finalists on March 5, fearing the eruption of chaos. Finally, on March 6, 1988 the Board of Trustees elected Dr. Elisabeth Zinser as the president of Gallaudet University (Mercer, 1998, A41, 1, 18). DPN2 In the outcome of the previous election, President Jordan announced his resignation, in September 2005 (Christiansen, 2009, 69, 5). Similar to the previous search, the board formed a search commission. The search committee included members on both sides; that is deaf and hearing. Additionally, the team also had both graduate and undergraduate students, Trustee Board affiliates, professional staff and alumni (Christiansen, 2009, 69, 10). Most of the committee members introduced in early November were deaf and of color. The committee did not begin its functions until 2006, but they had a consultancy group that evaluated all the nominees (Christiansen, 2009, 69, 29). People both on and off campus truly anticipated knowing who the 2006 finalists were. However, some issues developed due to the terms and conditions stipulated. The committee declared that every presidential aspirant had to have a terminal degree. That became a problem since the majority of the deaf and hard hearing did not meet these qualifications. The six semifinalists were of both genders, color. Subsequently, the search team came up with the names of three finalists; Jane Fernandez, Ronald and Stephen Weiner (Christiansen, 2009, 73, 20). These announcements led to the rise of anticipation among the students. The issues raised were, Stern lacked a terminal degree, and the commission did not consider anyone of color. The students and a number of unions within the school began sending a letter to the board airing a number of issues. The faculty, student, staff and alumni (FSSA) group wrote a letter demanding for the demotion of Jane Fernandez, reopening of a new search, a vote of no confidence in Dr. Jane Fernandez and dismissing the board’s choice to appoint Jane Fernandez. On May 1, the board made a unanimous announcement declaring Jane Fernandez, a hearing person, as the ninth president, which marked the beginning of the 2006 DPN protest (Christiansen, 2009, 78, 22). The events and participants of DPN1 The name of the first political event that took place in 1988 was Deaf President Now (Orlans, 1989, 8, 1, 10). The name originated from the chanting from the crowds for a ‘deaf president now.’ The nature of the protest was political based since the students or participants of the protest needed a new political figure that was deaf (Wohlstein, 1997, 183, 3). On March 6, the board announced Elisabeth Zinser as the new president of the university (Mercer, 1998, A41, 1, 18). That date marked the beginning of the protests, which lasted for a week. Monday morning, March 7, as faculty and staff went to work, they found gates barricaded with cars and locked with heavy-duty bicycle locks. Students paced within the compound holding banners and placards reading “Deaf power, Fight for Deaf President.” Later that afternoon Mrs. Spilman, who was the chairperson of the board, tried to talk to the students but in vain. Agitated, the students stormed out and marched towards the Capitol Building. The student later matched through Pennsylvania Avenue, through the traffic headed towards Lafayette Park in front of the Whitehouse (Orlans, 1989, 12, 2, 4). On Tuesday, March 8, the classes were open but no one attended any lecture. The Officials of the University Alumni Association and the Deaf Association Community supported the deaf students. In other schools, parents of deaf children, deaf contingents and other sympathizers came to support the deaf students in their strike and also granted funds to fuel the events. Faculty, staff, students and alumni formed a Deaf President Now council that was to generate a countrywide congressional campaign (Orlans, 1989, 12, 2, 27). On March 9, Zinser made it to Washington in a bid to assume her position immediately. In the morning, she met with four student leaders and tried to convince them to withdraw their demands; a request that the student leaders rejected. In the afternoon, she made a press appearance where she informed the public that she would do anything possible, as a leader, to restore peace (Orlans, 1989, 12, 2, 47). At that same time, board affiliates voted 147 to five advocating Spilman’s resignation. On Thursday, March 10, I. King Jordan publicly declared his support for the students. March 11, protesters marched towards the Capital building again, and that morning Zinser announced her resignation. Finally, on March 13, all protesters including the staff and students rejoiced the stepping in of I. King Jordan as the new elected deaf president of Gallaudet University (Orlans, 1989, 13, 2, 18). Events and participants of DPN 2 Similar to the 1988 DPN, the 2006 DPN was also political because the students wanted a deaf person as their leader. On May 1, the board of trustees made a unanimous proclamation that Jane Fernandez was the ninth head of Gallaudet University (Christiansen, 2009, 74, 16). The crowd was visibly angry and upset with the announcement and one the graduate students, Ryan Commerson, made his way to the auditorium and said that the decision will not go unchallenged. Officers on the ground swiftly took him away as people recollected outside (Christiansen, 2009, 78, 28). The students, staff, faculty and alumni barricaded the gates and over the next two week, the students set up structures in which meetings between them and the board occurred. The Board failed in convincing the students to accept the outcome and call off their strike. The FSSA (faculty, students, staff and alumni) developed a website, which they used to come up with five resolutions. However due to the holidays, the strike had to take a break (Christiansen, 2009, 79, 29). As people resumed on October 2006, the protests picked up from the last time in May with emotion levels elevated. Students went on hunger strike; held candlelit vigil, peaceful walkouts from class and vandalized school property (Christiansen, 2009, 80, 2). On October 9, Jordan threatened to have people arrested and as soon as the school reopened a number of arrests took place. Throughout the entire month, the Deaf Community urged the board to do something about the ongoing situation. Finally, on October 29, the trustees let go of Jane Fernandez, which people applauded greatly (Christiansen, 2009, 81, 1). The Chairman of the board withdrew from the position just as in the first strike. Later on the board conformed to the student’s resolutions. Who supported and opposed the events? In both DPN events the students, staff, alumni and faculty members supported the ongoing strike. In the case of the first DPN, outside members of the public also helped and funded the protests (Orlans, 1989, 12, 2, 24). The deaf community supported the strike since they felt that as a school for the deaf, Gallaudet needed to have a leading example, in order to show the society that they were also capable of handling themselves. However, the board, especially the hearing members were against the protests, because the hearing always had the notion that only they were able to cater for the needs of the deaf not the other way round. For that reason, the board elected a hearing president even when other finalists had equal qualifications (Orlans, 1989, 11, 2, 27). Pros and cons of the events From the two occurrences, it is clear that they were both beneficial and disadvantageous. However, the advantages outweigh the disadvantages. Based on the impacts of the protests, the deaf community gained a number of rights, and the state passed several bills in the favor, which both supported and enhanced their lives. Second, the deaf community showed the rest of the society that they are not as weak as it perceived. Third, the protests aided in creating awareness in the public for the need to cease discrimination and promote equality (Wilkins, 1998, 1, 3-11). Additionally, the union between the deaf and the hearing showed that as one, the society can succeed together. On the other hand, some of the short-comings evident from the two events are that despite being in the 21st century, people still discriminate and oppress others. They also display the society’s inability to solve problems in a silent, peaceful way. Finally, through the actions of the board, the deaf felt neglected and moreover discriminated racially, in the case of the second DPN (Christiansen, 2009, 74, 40). In conclusion to the historical event of DPN, which was a key milestone in the deaf community, it is apparent that the discrimination exists in the society. However, after the events that occurred, the society changed its perception about the deaf. Gallaudet University held two international events, inviting deaf people worldwide to come and distribute experiences and study further on how to survive. People in the community need to respect and incorporate the deaf and hard of hearing people in the society in order to promote unity among members. The 1988 and 2006 events at Gallaudet University teach us to respect everyone despite their deafness; they are equally important and need a chance similar to other human beings. References Christiansen, J. B. (2009). The 2006 Protest at Gallaudet University: Reflections and Explanations. Sign Language Studies, 10(1), 69-89. Hutcheson, P. A., Christiansen, J. B., & Barnartt, S. N. (1996). Deaf President Now! The 1988 Revolution at Gallaudet University. History of Education Quarterly, 36(3), 385. Mercer, J. (1998, March 20). An unusual reunion at Gallaudet--10 years after push for deaf president now. The Chronicle of Higher Education, 44, 41. Orlans, H. (1989, January 21). Change.The Revolution at Gallaudet, 1, 8-16. Wilkins, R. (1998, January 1). The Impact. - Gallaudet University. Retrieved June 25, 2014, from http://www.gallaudet.edu/dpn_home/impact Wohlstein, R. T., Christiansen, J. B., & Barnartt, S. N. (1997). Deaf President Now! The 1988 Revolution at Gallaudet University.. Contemporary Sociology,26(2), 183. Read More