In a qualitative review of interpretation and Deaf2 studies programs in Canada, some educators described their experiences teaching Deaf students. Most of the Deaf instructors had worked as Deaf interpreters (DIs). Given the challenges they faced as a DI, and in light of research concerning interpreters from other minority cultures, the conceptualization of their subjectivity should consider their ethnicity; perhaps the role of culture broker or advocate is appropriate in some settings. The inclusion of Deaf students in the programs led to many benefits, as described by the participants, including a heightened awareness of power, Freire’s (2004) conscientização, through awareness of praxis. Examples of Freire’s philosophy of education as being dialogic were also noted, as the Deaf students took on the role of teacher. However, educators might wish to reconsider practices that promote massification (Freire, 1974), such as assignments only in English and the Deaf interpreter serving in the role of a conduit.


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