Unveiling Deaf Experiences: The Role of De'VIA and FSL Poetry in Deaf Empowerment
August 14, 2024
Many Deaf View/Image Art (De’VIA) artworks in the United States document the multiple layers of marginalization experienced by the Deaf community. Among the issues prominently illustrated by De’VIA artists include linguistic deprivation and communication barriers—a struggle that resonates deeply with many Deaf Filipinos. However, linguistic deprivation is only one layer of the difficulties confronted by Deaf individuals. Systemic issues, including abuse and neglect, further add to these challenges.
Ms. Tanya de Guzman, Supervising Day Counsellor at California School for the Deaf, highlights this problem through her personal experiences. While working as a teacher at a public school for the Deaf in the Philippines, Ms. Tanya encountered Deaf students who endured psychological and physical abuse both at school and within their families. These experiences led her to realize a critical gap—the lack of counselors equipped to address the specific needs of Deaf children.
“After classes, my students would approach me and they would express their problems with me, but I don’t have any counseling background at that time, so I really feel bad for those kids,” Ms. Tanya said. “There’s no counseling work who’s fit to address those concerns.”
It should be noted that the domestic violence and brutish treatment at school among Deaf children are significant factors contributing to their low self-esteem. As a result, these issues lead Deaf children to isolate themselves from their peers and, as Ms. Tanya noted, “hinder their ability to concentrate on their studies.”
“The students could not focus on their schoolwork because of problems at home, which forced them to take on additional responsibilities. For example, they were given household chores, and if they did not complete them, they would be physically punished by their parents. These stories deeply influenced my decision to pursue a master’s degree in Mental Health Counseling,” Ms. Tanya said.
Recognizing these challenges, CEAD has actively advocated for the holistic well-being of Deaf individuals. The organization has developed innovative training and workshops tailored to the unique needs of Deaf learners, aiming to support their personal growth and foster a more inclusive environment. One such initiative is the De’VIA workshop, which is included in the Deaf Centered Bilingual Education (DCBE) faculty development series.
CEAD initially introduced De’VIA in 2017 as a core component of Deaf-Centered curriculum and instruction under the CEAD project on Model Learning Institute on Deaf Centered Education (MLITEDCE) funded by The Nippon Foundation, with Benilde Deaf School (BDS) serving as the primary model.
According to Ms. Techie De La Torre, Director of CEAD, “It is the goal of MLITEDCE to promote the benefits of Deaf Centered Bilingual Education by enhancing teachers’ proficiency in FSL, integrating FSL materials such as De’VIA and FSL Poetry, and implementing Deaf Centered Bilingual Education strategies.” Through these efforts CEAD-MLITEDCE aims to reduce the impact of language deprivation and advance the academic success of Deaf students.
Recently, CEAD launched two De’VIA workshops facilitated by Ms. Tanya de Guzman. The first, held in April 2024, was an enhancement session for winners of the De’VIA and FSL storytelling competition, part of the MLITEDCE Innovations and Inspiration event. The second, conducted in July 2024, introduced Deaf teacher-trainees from Benilde-Antipolo Deaf Teacher Certificate Program and FSL Teachers/Researchers from CEAD to Deaf-centered visual arts.
During these workshops, the participants delved into their Deaf journeys, learning to express their experiences through De’VIA elements such as Deaf resistance, affirmation, and liberation art. This process provided Deaf experts with insights into the unique perspective of Deaf individuals on the world. Over three days, the participants crafted their own De’VIA artworks, which they then adapted into FSL stories and poetry presented in short video formats.
Ms. Tanya characterized De’VIA as a “form of expression that allows Deaf individuals to share their experiences and suffering, revealing commonalities among friends, teachers, and other members of the Deaf community.” In summation, De’VIA helps reveal common experiences within the Deaf community, fostering a sense of interconnectedness through shared narrative.
“I think it is important for Deaf individuals, whether children or adults, to visually express their narratives and stories, which might otherwise be overlooked if not documented.” Ms. Tanya said.
Building on this, Ms. Techie, Director of CEAD, noted, “These narratives reflect the struggles and triumphs of the Deaf experiences as well as the cultural identity of the Deaf community. The process of creating De’VIA artworks not only empowers the ‘visual storytellers’, shedding light on their challenges and strength, but also serves as advocacy materials to address systemic issues.”
By integrating De’VIA into the Deaf-centered curriculum and instructional practices, CEAD seeks to address and prevent the recurrence of systemic issues such as linguistic deprivation, discrimination, and abuse while also promoting positive change for the future of Filipino Deaf children and ensuring they retain the joy of their identity and their community.
“De’VIA is a powerful tool for Deaf empowerment,” Ms. Tanya said. “The expression of De’VIA is not limited to paintings; it can include photographs and various other art forms. The creation of De’VIA artworks summarizes the Deaf person’s journey and challenges. It is an expressive outlet for the experiences they face.”
Through De’VIA, Deaf individuals have established a platform to communicate their experiences of marginalization to mainstream society. This development is momentous for both Deaf and hearing communities, as visual arts is capable of transcending cultural and societal boundaries. As noted by Ms. Tanya, “De’VIA is about building bridges between hearing people and Deaf people, so that hearing people can also become advocates.”