Abstract:

This article follows the often difficult educational path of deaf children in Tanzania, from homes with very little communication to cherished times at deaf (units of) primary schools, through secondary school, which had to be "endured" only, up to work life. It describes challenges and coping strategies, many of which are connected to languages (Tanzanian Sign Language [TSL], also known as Lugha ya Alama ya Tanzania [LAT], Swahili, and English) and deals with hearing mainstream society's perception of deaf people, identifies places and "spaces" for the deaf, and finds indications for deaf identity. Having found that earlier research, with some exceptions, did often not allow deaf people to voice their own concerns in their preferred language, the author gathered data mainly through questionnaire-based interviews (mostly in TSL) with sixty adult schooled deaf people in Arusha Region. This was complemented by street polling of 240 hearing inhabitants (in Swahili) at twelve locations in the region, as well as participatory observations, interviews with professionals from schools, local government offices, and deaf associations, as well as a literature review.

摘要：

这篇文章讲述了坦桑尼亚聋哑儿童往往艰难的教育道路，从很少交流的家庭到聋哑（单位）小学的美好时光，再到只能“忍受”的中学，再到工作生活。它描述了挑战和应对策略，其中许多与语言有关（坦桑尼亚手语 [TSL]，也称为Lugha ya Alama ya Tanzania[LAT]、斯瓦希里语和英语）并处理听取主流社会对聋人的看法，确定聋人的地方和“空间”，并找到聋人身份的迹象。发现早期的研究，除了一些例外，通常不允许聋人用他们喜欢的语言表达自己的担忧，因此作者主要通过基于问卷的访谈（主要是在 TSL 中）对阿鲁沙地区 60 名受过教育的成年聋人收集数据. 此外，还对该地区 12 个地点的 240 名听力正常的居民（斯瓦希里语）进行了街头民意调查，以及参与式观察、对学校、当地政府办公室和聋人协会的专业人士的采访，以及文献回顾。