154 Deaf Epistemologies, Identity, and Learning
Deaf” examines the generative power of adding the notion of potentiality to many
ways of being deaf, embedding identity trajectories of deaf people into a historical
pathway of barriers to participation and education, as well as the personal and col-
lective affections that have been part of this process, “as an unfolding in space-time
that generates realized and unrealized possibilities” (Pratt, 2007, p. 403).Tales of Birth: Deaf Elders and Intergenerational Dialogue
Mainstreaming has influenced the contact and interaction among deaf people of
different ages, and this “clash” was also a major motivation behind the establishment
of Flemish Deaf Parliament. For instance, Geraldine, the 80-year-old deaf woman in
the documentary, shares her experiences alongside the spontaneous mediation of
Karina, a deaf educator and community leader in her fifties who is familiar with the
different generations. This is an inspiring example of the dialogical use of deaf cul-
tural resources for generating sustainable answers to contemporary challenges and
shared pathways for the future.GerAldine: I have experienced the Second World War, so I am old. But old peo-
ple also have interesting things to say. We suffered a lot. But I feel that young
deaf people are not interested in our stories.
KArinA: Yes, but this also used to be the case for hearing people, because it was
another life at the time, which is hard for young people to understand. It is still
new for young deaf people and for the deaf community.
GerAldine: Yes, maybe because they have hearing parents.
KArinA: That may be in play, because some of them have had limited commu-
nication.
GerAldine: Yes, that’s the problem. My parents couldn’t sign, but my mother
has always encouraged me. While other parents would make excuses for their
son or daughter, my mother encouraged me.
KArinA: Absolutely. At school you shared your experiences about the war, and
the teacher told me that in the next class, the students asked questions: “Is this
true, has this really happened?” “Yes, it is true.”
GerAldine: Then they were interested.
KArinA: It is new for them to learn about these deaf experiences of the past, and
it is a lot for them to take in on the same day. So they have been thinking about
this and brought it up in the next class.
GerAldine: That means the students have been talking among each other af-
terwards.
KArinA: Yes, some of them have been thinking.
GerAldine: I think we should do more storytelling and conversation rather than
a presentation. Perhaps when another deaf school invites me, something could
be organized through cooperation between both schools.