Constructing and rolling out the new South African Sign Language (SASL) curriculum – Reflexive critique

Abstract

South Africa has one of the most progressive constitutions in the worldprotecting the linguistic and cultural rights of Deaf people. However,there is a huge gap between policies and reality in schools for Deaflearners in South Africa. In this paper we critically unpack andreflexively explore the linguistic and cultural issues that emergedduring the process of creating and implementing the new South AfricanSign Language (SASL) curriculum. This curriculum was produced as aresult of a landmark court case. We use an ethnographic framework basedon our own reflections, discussions with Deaf people, notes frommeetings, and discussions with the other team members. Why and how didthe process that started off with so much energy, excitement andgoodwill break down? We argue that a key reason for this breakdown isinadequate linguistic knowledge and cultural sensitivity in relation toSASL and Deaf cultural identity. The paper concludes with an outline oflessons learnt.