Constructing and rolling out the new South African Sign Language (SASL) curriculum – Reflexive critique

Ruth Zilla Morgan; Meryl Glaser; Lucas Magongwa

doi:10.5785/32-2-648

Ruth Zilla Morgan School of Literature, Languages and Media. SASL Department. University of the Witwatersrand
Meryl Glaser University of the Witwatersrand
Lucas Magongwa University of the Witwatersrand

Keywords: SASL CAPS Curriculum, Deaf culture, SASL

Abstract

South Africa has one of the most progressive constitutions in the world protecting the linguistic and cultural rights of Deaf people. However, there is a huge gap between policies and reality in schools for Deaf learners in South Africa. In this paper we critically unpack and reflexively explore the linguistic and cultural issues that emerged during the process of creating and implementing the new South African Sign Language (SASL) curriculum. This curriculum was produced as a result of a landmark court case. We use an ethnographic framework based on our own reflections, discussions with Deaf people, notes from meetings, and discussions with the other team members. Why and how did the process that started off with so much energy, excitement and goodwill break down? We argue that a key reason for this breakdown is inadequate linguistic knowledge and cultural sensitivity in relation to SASL and Deaf cultural identity. The paper concludes with an outline of lessons learnt.

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Author Biographies

Ruth Zilla Morgan, School of Literature, Languages and Media. SASL Department. University of the Witwatersrand

Ruth Morgan lectures in the South African Sign Language Department, School of Literature, Language and Media, Wits University. She did her postgraduate studies in the USA including an MA in linguistics from Gallaudet University and a PhD in linguistic anthropology from The American University. She has worked in the field of Deaf cultural studies and sign language research since the late 80s.

Meryl Glaser, University of the Witwatersrand

Meryl Glaser is an honorary Research Fellow in the School of Literature, Language and Media, Wits University. She is a facilitator and researcher consulting on Deaf issues in education, language, and literacy. She has an M.Sc. in Human Communication (specializing in Deaf people) from the City University, London. She collaborates on various ICT4D projects with the Computer Science department at UCT.

Lucas Magongwa, University of the Witwatersrand

Lucas Magongwa is a lecturer and coordinator of Deaf Education courses in the Wits School of Education at the University of the Witwatersrand, Johannesburg. He teaches in the areas of South African Sign Language (SASL) and Deaf pedagogy. His research interests are SASL teaching and learning, Deaf teacher development and developing teaching practices that promote the education of Deaf students. Lucas is currently a PhD candidate.