Deaf Ways of Education 67
world with ideal conditions for deaf people. The concept of a dream world, indi-
cated by the Flemish sign phrase world dream, is central in the narratives of the peo-
ple who participated in the present study and reflects their perspective on a short
trips to deaf environments, which, in comparison with more oppressive environ-
ments in Belgium, looked like a dream world in their eyes. If they had stayed longer,
they might have noticed that the dream worlds are not perfect and have their own
struggles, yet these “imperfect” barrier-free environments are still empowering for
those starting from the Belgian deaf experience.
Filip also stressed this experience when talking about his visit to Gallaudet Uni-
versity (translated interview, 2005): “Then there was the study trip to Gallaudet: See,
see!” Seeing this barrier-free environment, and comparing it with the lived experi-
ence of barriers in Flanders, was empowering. Deaf people “learn the full meaning of
access and apply that awareness to their future lives in the wider society” (Jankowski,
1997, p. 158). Although empowerment through rhetoric has been studied for deaf
people and people with disabilities (Charlton, 1998; Jankowski, 1997), this theme
of deaf empowerment through the connection of the coming into contact with deaf
cultural rhetoric and comparison of deaf dream worlds with more barrier-laden en-
vironments, as it appears in the life stories of Flemish deaf leaders, has not yet been
examined. Therefore, further research on this topic is needed.THE InSURRECTIon oF [DEAF]
SUBJUGATED KnoWLEDGE
The new empowering rhetoric that Flemish deaf people carry with them can be con-
nected to their previous resistance against standard views and oppression and their
subjugated knowledge of the deaf way of life. This is illustrated by the educational
experiences of deaf people in deaf schools.^9 Crucial for deaf people in connecting
in global encounters is the discussion in their own language (i.e., sign language)
and a shared experience of being deaf in a world that is hearing (Murray, 2008).
vincent Ameloot (translated interview, 2004), a Flemish deaf leader, described his
experiences when visiting Denmark in 1992:Before, I had a lot of international contacts. International sign language?
no problem. I was very strong in sports, but deaf aware? nothing. Inside,
I had a lot of questions. I asked and asked, but I didn’t get answers, nothing.
I thought, “It will always be the same: Deaf, that will always be a problem.”
Then I went to Denmark, and there was a lecture by Asger Bergmann. I
thought about myself, how I was as a person, and I connected that with Asger
Bergmann. My eyes opened. He talked for four or five hours, about many
different topics. I watched and I was surprised: Deaf people can do that, that,
that! And a lot more information, deep, deep, deep. I thought: “My brother,- This is a theme that is shared by international deaf people at Gallaudet (Chapter 4), deaf Cam-
eroonians (Chapter 5), deaf Ugandans (Chapters 1 and 8), and also returns in recent discussions of
Flemish deaf community members (Chapter 6).