by Octavian E. Robinson, Naomi Sheneman
Abstract
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Diversity, representation, intersectionality, and justice have become buzzwords in higher education. In the meantime, many recognize the benefits of inclusive pedagogies and the need to evolve to meet the demands of an increasingly diverse world. What does it mean to incorporate such ideas in ASL and interpreter education? How do we navigate issues of power and privilege? Or rather, why should we? This panel explores those terms and discuss what it means to teach power and privilege as interpreter educators. Our panel also explores a variety of tools and strategies in navigating those difficult conversations. Many of our students are taught to interact with deaf people and may work with deaf people as interpreters or service professionals, and work with an increasingly diverse workforce. As such, it is critical we effectively teach our students how to navigate their power, privilege, and positionality among the spaces they inhabit.
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Proceedings of the 2018 Biennial Conference
Reaching New Heights in Interpreter Education: Mentoring, Teaching & Leadership