This document discusses different perspectives for analyzing deaf characters in adolescent literature: the pathological perspective and the cultural perspective. The pathological perspective views deafness as a disability or deviation from normal, focusing on the condition rather than the person, and often including stereotypes. The cultural perspective emphasizes deafness as part of a linguistic and cultural minority, showing deaf characters as active participants in the deaf community and culture, with American Sign Language portrayed as a legitimate language rather than "broken English". The document provides tools for analyzing books, including checklists of traits associated with each perspective and guidance for examining characters, plots, settings and other elements through the two lenses.

1. Analyzing Deaf Characters in Adolescent Literature Pajka-West
Pathological Perspective Cultural Perspective
Total circles checked = _______ Total circles checked = _______
o The book views deafness as a biological disability or a oThe book emphasizes “the realistic” (Garland-Thomson,
deviation from the norm (Padden & Humphries, 1988) or the 2002; Panara, 1972) or
the characters are portrayed as
book points out a “sickness model” which in turn has persons “warts an’ all, with a range of human
characters seeking a cure (Sullivan, 2003). characteristics” (Quicke, 1985, 157).
o The emphasis focuses upon the physical condition of oThe book uses the term ‘Deaf’(Lane, Hoffmeister & Bahan,
deafness versus the deaf person’s life and abilities (Padden1996) and references deaf individuals as belonging to a
& Humphries, 1988; Sullivan, 2003) The plot is focused entirely
cultural and linguistic minority (Lane, Hoffmeister & Bahan,
on the problem of deafness or deafness is presented as 1996) or discusses cultural themes including: Deaf clubs,
“the end of the world” or as something to be ashamed of schools for the deaf, programs etc. (Wilding-Diaz, 1993).
(Schwartz, 1980). oDeaf individuals are not grouped based upon degree
o The book includes stereotypes and misinformation- e.g., of hearing loss (Lane, Hoffmeister & Bahan, 1996).
deafness as a “silent world”, deafness as a condition in oDeaf characters are shown as holding various cultural
which people mistake one word or sound for another, norms and beliefs which differ from the majority
deafness as a state of isolation from the mainstream of the ‘hearing’ world including their own clubs, churches,
hearing world? (Batson, 1980; Panara, 1972; Schwartz, 1980) theatre companies, schools, sports organizations and
o The deaf character is shown as isolated from others beauty pageants (Andrews, 1996; Batson, 1980; Wilding-Diaz,
(Schwartz, 1980). 1993).
o The book shows only people of one race, sex or age oThe book focuses upon deaf characters overcoming
(usually children)? (Schwartz, 1980) language and communication barriers (Erting, 1985).
o Occupational stereotypes- printer, bench worker, piece oThe deaf character is shown interacting with other
worker, key puncher (for women only)—are shown (Guella, deaf children or deaf adults (Schwartz, 1980).
1983; Schwartz, 1980). oDeaf adults who could serve as role models are
o Deafness treated as a joke or the deaf characters are depicted (Schwartz, 1980).
ridiculed in some way (Schwartz, 1980) oDeafness is presented as one facet of a character’s life
o The book presents misunderstandings about American (Schwartz, 1980).
Sign Language showing that it is a code system for using oThe realities of deaf people’s lives are shown through
English on one’s hands (Padden & Humphries, 1988). ASL is work, education, interaction with other deaf and/or
presented as or labeled as “broken English”, “deaf hearing people, family responsibilities, contributions to
English” or a “short cut” to communications (Schwartz, society, etc. (Schwartz, 1980).
1980) or preference is given to MCE systems (Bornstein & oThe book reflects the diversity of the deaf community
Saulnier, 1984).
(Schwartz, 1980).
o The book emphasizes that the deaf character does well at oOptions for communication, including ASL, are
lipreading with or without speech therapy (Andrews, 1996; discussed (Schwartz, 1980).
Schwartz, 1980).
o The oral method is presented as “the answer” for deaf
oASL is presented as a language with a cultural base
not as “broken English”, “deaf English” or a “short cut”
people (Schwartz, 1980).
to communications (Schwartz, 1980).
o The book presents “options” as the characters using
oAssistive technology (TTY, closed captioning,
private tutors or speech therapy that may be too costly or
vibrating alarm clocks, computers, pagers and hearing
unrealistic for most families (Schwartz, 1980)
aids) are used to bridge the deaf and hearing worlds
o Stereotypic or demeaning language is used—deaf and (Andrews, 1996).
dumb, deaf and mute, stone deaf, etc.? (Schwartz, 1980) oCharacters gain attention through visual means or
o The deaf person must be superior or perform an touch and do not rely on auditory means (Bailes, 2002).
extraordinary deed to be accepted (Batson, 1980; Schwartz,
1980).
o Technology (including the cochlear implant, hearing aids,
FM system etc) is used to make the deaf character(s) fit
into the hearing world (Andrews, 1996).
[http://www.pajka.blogspot.com/]

2. Analyzing Deaf Characters in Adolescent Literature Pajka-West
Book Analysis of Adolescent Novels
Author: _________________________________________________________________
Title: ___________________________________________________________________
Publisher/Copyright Date: _________________________________________________
[http://www.pajka.blogspot.com/]

3. Analyzing Deaf Characters in Adolescent Literature Pajka-West
Character
protagonist:
round, flat
dynamic, static
Plot
major conflict:
progressive,
episodic
person against self,
person against
nature, person
against person,
person against
society
Point of View
first person,
omniscient, limited
omniscient,
objective/dramatic
Setting
Function of setting:
integral, backdrop
setting that clarifies,
setting that acts as
antagonist, setting
that illuminates
character, setting
that affects mood,
setting that acts as
symbol
[http://www.pajka.blogspot.com/]

4. Analyzing Deaf Characters in Adolescent Literature Pajka-West
[http://www.pajka.blogspot.com/]