The Disabled Academy: The Experiences of Deaf Faculty at Predominantly Hearing Institutions
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Author Lissa Stapleton approaches the topic of Deaf faculty as a critical scholar-practitioner who possesses both dominant and subordinate identities that have influenced her through the academy and her understanding of what it means to be a faculty member. She writes that is is not race, gender, or sexual orientation that brings her to this topic, but her ability to hear. Here she writes of of personal and professional experiences with Deaf communities, her own mistakes as a hearing person, the mistakes of others that she has witnessed, and empathizing with the frustrated feelings of Deaf colleagues. Stapleton notes that issues of oppression are experienced on individual, institutional, and systemic levels. Because of her vantage point and experience in this article, she interrogates the academy as a space that is guilty of perpetuating systemic oppression on an institutional level against faculty who are Deaf.