Agency and empowerment amongst participants in a Deaf Multiliteracies Project
Many deaf people in India attain low levels of literacy in English. This subsequently can affect access to educational and employment opportunities, with a subsequent impact on quality of life across other areas. A wider Deaf Multiliteracies project across India, Uganda and Ghana sought to address low levels of literacy by teaching everyday literacies to deaf learners. This project also recruited deaf research assistants and peer tutors, and employed local sign languages in the efforts to promote learning in English. This study sought to establish how project participation is affecting the expression of agency amongst deaf participants in various roles from research assistants to learners.
Drawing on a series of face-to-face interviews and focus groups with Indian participants in the Deaf Multiliteracies project, the study sought to establish if participant involvement had led to greater emancipation or empowerment. Many discussed the development of new skills such as Peer to Peer teaching, English literacy, data collection and conference presentation skills. Others discussed how involvement in the Multiliteracies project had enhanced their skill-set, giving concrete examples of where they had made empowering choices and their methods had empowered their students in turn.
|Dr Julia Gillen|
|+44 1524 510830|