HUMN 5162 Immersion Project—Observing Deaf Culture

HUMN 5162 Immersion Project—Observing Deaf Culture

Immersion Project—Dialogue Plan

For this Assignment, you will create a plan to conduct a virtual or face-to-face dialogue for your HUMN 5162 Immersion Project. You will need to gather information about the lived experience of a person from the culture you selected. This is called a dialogue (not an interview) because it is not simply a one-sided gathering of information. The dialogue should be a two-sided conversation that results in the exchange of information about cultural experience. This dialogue can happen virtually or in person. It can also happen over time or in a one-time sitting.

Submit a 1- to 2-page paper that addresses the following:

· How do you plan on conducting the dialogue, over multiple sessions or in a one-time sitting?

· When do you expect to complete the dialogue?

· How does the person you intend to have the dialogue with fit the characteristics of the culture you are studying?

· REFERENCES/RESOURCES

· Walden University, LLC. (2020a).  Hart City Links to an external site.   [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

· Diller, J. V. (2019).  Cultural diversity: A primer for the human services  (6th ed.). Cengage Learning.

· Chapter 6, “Working With Culturally Diverse Parents and Families” (pp. 120–145)

· Chapter 7, “Culturally Sensitive Treatment with Children” (pp. 146-173)

· Diller, J. V. (2019).  Cultural diversity: A primer for the human services  (6th ed.). Cengage Learning.

· Chapter 17, “Working With White Ethnic Clients: An Interview with the Author” (pp. 403-418)

· Cardona, B., Bedi, R. P., & Crookston, B. J. (2019).  Choosing love over tradition: Lived experiences of Asian Indian marriagesLinks to an external site..  Family Journal, 27 (3), 278–286. Links to an external site.

· Lane, M. (2019).  Understanding cultural humility through the lens of a military cultureLinks to an external site..  Reflections: Narratives of Professional Helping, 25 (1), 90–100.

· National Organization for Human Services. (2015).  Ethical standards for human services professionals Links to an external site. . https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

· Amenta, E., & Polletta, F. (2019).  The cultural impacts of social movements Links to an external site. .  Annual Review of Sociology, 45 ,   279–299. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342

Immersion Project—Observation of a Deaf Community Activity

A local culture center hosted a Deaf community social for my observation. A informal evening social brought Deaf and hard-of-hearing people together to celebrate Deaf Awareness Month. Food, stories, games, and ASL-only conversation were exchanged at the meeting. Hearing allies and interpreters attended, but the event was Deaf-centered to promote inclusivity, cultural pride, and connection.

Visual communication’s importance in inclusive environments was a huge revelation. Besides communicating, ASL was a cultural anchor that united individuals. I saw how eye contact, space, and expression affect interactions. The society used visual cues in group games and storytelling, making the engagement very interactive. This contradicted my belief that communication limitations would make socializing harder. It was evident that shared language and culture strengthened friendships more than I imagined.

The second insight was how much Deaf culture values community and support. This event was focused on group inclusivity, unlike many popular events I’ve attended. Many people joined conversations, making sure newcomers could follow. Collective spirit showed Deaf resilience and solidarity. This confirmed my earlier studies that Deaf culture emphasizes clarity, patience, and involvement, but witnessing it personally showed how this manifests in real life.

Community definitions of “disability” were a third observation. The mood was empowerment and pride. Participants viewed Deaf identity as positive, linked to language and culture. I had been influenced by popular depictions of deafness as a disability that needed accommodation. The event showed that Deaf people view themselves as successful members of their cultural community.

These findings confirmed and expanded my understanding of Deaf culture. I knew from my preliminary study that Deaf culture is determined by language and community, but watching the activity helped me understand how this emerges. The celebration showed the Deaf community’s endurance, richness, and pride, demonstrating cultural traits I had only heard about.

.References

Golos, D., Moses, A., Gale, E., & Berke, M. (2021). Building allies and sharing best practices: Cultural perspectives of Deaf people and ASL can benefit all. Journal of Multicultural Education, 15(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1304976.pdf

Hands & Voices. (n.d.). Deaf culture & community. Communication Considerations A to Z. https://handsandvoices.org/comcon/articles/deafculture.htm

Deaf Vibes. (n.d.). The role of ASL in Deaf identity. https://deafvibes.com/ai-and-accessibility-technologies/asl-identity/