Experienced Director with a demonstrated history of working in the education management industry. Skilled in Nonprofit Organizations, Social Enterprise, Coaching, Linguistics, and Lecturing. Strong professional graduated from the University of Essex (MBA). Now studying MA Interpreting at the University of Wolverhampton.
MBA Management Project: What are the barriers to mainstream education for deaf learners?, 2017
Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling... more Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling to achieve recognised Higher Education qualifications through the UK’s educational system, which demands that the English language comes first in terms of policy, procedure and practice. Deaf communities attempting to promote Sign Language rights within the UK are currently struggling in these attempts, with the lack of a substantial British Sign Language Act in place (as has been implemented in Scotland in 2016) in both England and Wales. These rights are based on the UN Convention on the Rights of Persons with Disabilities, and state that deaf people have the right to be educated through choosing the option of British Sign Language.
The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.
The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.
Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.
Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.
“[Audism] appears in the form of people who continually judge deaf people’s intelligence and succ... more “[Audism] appears in the form of people who continually judge deaf people’s intelligence and success on the basis of their ability in the language of the hearing culture” (Bauman, 2004). This dissertation analyses the data collected from interviews completed by deaf people on Dysconscious Audism: the negative attitudes and prejudices whereby Deaf people intentionally or unintentionally discriminate against other Deaf people. It compares Dysconscious Audism and Audism and looks at how Social Enterprise can focus on tackling Dysconscious Audism by providing new deaf-led, deaf schools that would raise Deaf Consciousness of Deaf culture and pride in deaf identity by educating in sign language. This research identifies and exposes a newly-found form of Dysconscious Audism, termed Deaf-Elitism, that reinforces the notion that internalised class distinctions affects relationships between members of the Deaf Community.
MBA Management Project: What are the barriers to mainstream education for deaf learners?, 2017
Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling... more Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling to achieve recognised Higher Education qualifications through the UK’s educational system, which demands that the English language comes first in terms of policy, procedure and practice. Deaf communities attempting to promote Sign Language rights within the UK are currently struggling in these attempts, with the lack of a substantial British Sign Language Act in place (as has been implemented in Scotland in 2016) in both England and Wales. These rights are based on the UN Convention on the Rights of Persons with Disabilities, and state that deaf people have the right to be educated through choosing the option of British Sign Language.
The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.
The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.
Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.
Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.
“[Audism] appears in the form of people who continually judge deaf people’s intelligence and succ... more “[Audism] appears in the form of people who continually judge deaf people’s intelligence and success on the basis of their ability in the language of the hearing culture” (Bauman, 2004). This dissertation analyses the data collected from interviews completed by deaf people on Dysconscious Audism: the negative attitudes and prejudices whereby Deaf people intentionally or unintentionally discriminate against other Deaf people. It compares Dysconscious Audism and Audism and looks at how Social Enterprise can focus on tackling Dysconscious Audism by providing new deaf-led, deaf schools that would raise Deaf Consciousness of Deaf culture and pride in deaf identity by educating in sign language. This research identifies and exposes a newly-found form of Dysconscious Audism, termed Deaf-Elitism, that reinforces the notion that internalised class distinctions affects relationships between members of the Deaf Community.
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Papers by Ezio Savva
The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.
The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.
Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.
Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.
The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.
The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.
Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.
Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.