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Missionaries
As Northern European economic powers spread globally in the 19th century, European missionaries traveled abroad, bringing their Western ideas, religious beliefs, and customs to lower-income countries in the global South. Aiming to convert those who had not yet heard the word of God and to “care for the poor,” their mission work was evangelical and charitable. In the New Testament of the Bible (Mark 7:31–37), Jesus “heals” a man of his deafness so he can hear and speak. This passage has formed the biblical foundation through which Christians have ministered to deaf people. Grouping the deaf together with the sick, disabled, and elderly, missionaries aimed to care for deaf people by curing their deafness and teaching them to speak. Since most societies marginalized their deaf citizens, unconcerned about their education, health, or socioeconomic well-being, missionary schools, health clinics, rehabilitation centers, and social services were greatly needed. Despite the value of the assistance they offered, however, questions remain about the effects of past and present missionary work on Deaf culture and signed languages around the world.
History of Missionary Work With Deaf People
Documentation of missionaries serving deaf people can first be seen in the mid-19th century, when British missionaries in Liberia wrote of caring for orphans, disabled adults, and a deaf boy. About the same time in Nigeria, British missionary David Forbes required hearing children in his school to have a daily sign language lesson so they could communicate with their two deaf classmates. Often missionaries did not seek out deaf children, but deaf children would appear at their schools and would be taken in. Most missionaries serving in Africa, Asia, and South America educated deaf children in mainstreamed settings with their hearing peers rather than in separate classrooms. Some deaf children were brought to Europe to be baptized, educated, and then returned to their home country in order to share the religious teachings that they had learned abroad.
Some missionaries did open schools for deaf children. One example is the Irish Dominican sisters who established schools in South Africa in the 1860s and later in Algiers and Egypt. A British clergyman of the Church of England, Fredrick Gilby, opened a school for deaf children in Jamaica in 1938. The majority of missionaries who traveled to minister to deaf people were hearing, but an exception was a Deaf African American Baptist minister, Andrew Foster, who founded the Christian Mission for the Deaf in 1956 in Africa. Over a period of 30 years, Foster established 31 schools for the deaf in over 15 African countries. In the 1980s and 1990s, the Church of Jesus Christ of Latter-day Saints sent Deaf missionaries to preach and do service in Deaf communities in Korea, England, and India. Jehovah’s Witnesses have evangelized effectively to deaf people throughout the world through their highly produced Bible stories told on video in almost 100 sign languages.
Missions Today
Today hundreds of European and North American churches send missionaries overseas to build schools, plant churches, minister to Deaf people, or, occasionally, provide training for Deaf leaders to become religious leaders. A handful of colleges and Bible schools prepare those who wish to minister to Deaf communities in the global South, and still fewer offer training to Deaf people to do the same. Hearing missionaries who arrive overseas may have minimal knowledge of sign language and marginal exposure to Deaf culture. In the United States, it is popular for churches to organize mission teams that travel overseas, bringing needed resources and performing short-term service such as painting schools, building churches, or converting deaf people to their beliefs.
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- Deaf Community
- Africa, Eastern: Deaf Community
- Africa, Middle: Deaf Community
- Africa, Southern: Deaf Community
- Africa, Western: Deaf Community
- Asia, Southeast: Deaf Community
- Asia, Southern: Deaf Community
- Asia, Western: Deaf Community
- Canada: Deaf Community
- Central America: Deaf Community
- Deaf International Development
- Japan: Deaf Community
- Puerto Rico: Deaf Community
- South America: Deaf Community
- United States: Deaf Community
- Deaf Community: Diversity
- Diversity: Disability and Deaf Studies
- Diversity: First Nation Peoples of North America
- Diversity: LGBTQI
- Diversity: Women
- Deaf Community: Health
- Aphasia and Brain Lesions
- Autism Spectrum
- Early Intervention and Newborn Screening
- Genetic Counseling
- Genetics and Heredity
- Genetics: Connexin 26 and Connexin 30
- Hearing Conditions and Auditory Disorders, Causes of
- Hearing Conditions, Screening and Assessment
- Mental Health
- Mental Health Services
- Social Hearing Handicap Index
- Speech-Language Pathology
- Substance Abuse
- Deaf Community: History
- Biblical Tradition, References to Deaf in
- Civil War, U.S.: Deaf History of and Participation in
- Deaf History: 1300-1800
- Deaf History: 1800-1880
- Deaf History: 1881-1920
- Deaf History: 1921-1980
- Deaf History: 1981 to Present
- Deaf History: Antiquity
- Deaf History: Caribbean
- Deaf History: Central America
- Deaf History: Eastern Asia
- Deaf History: Eastern Europe
- Deaf History: Middle Africa
- Deaf History: Northern Europe
- Deaf History: Oceania
- Deaf History: South America
- Deaf History: Southeast Asia
- Deaf History: Southern Africa
- Deaf History: Southern Asia
- Deaf History: Western Europe
- Religious Materials, Access to Translated
- Science, Deaf History of and Participation in
- Sports, Deaf History of
- War, Deaf History of and Participation in
- Women, Deaf: History of
- World War II, Deaf History of
- Deaf Community: Organizations
- Education: Professional Organizations
- Interpreting: Professional Organizations
- Medicine: Professional Organizations
- Telecommunications for the Deaf and Hard of Hearing, Inc., Formation of
- Deaf Community: Psychology and Sociology
- Bullying
- Child Welfare and Child Abuse
- Cochlear Implant: Deaf Community
- Crime and Delinquency
- Domestic Violence and Services
- Misdiagnosis of Deaf People
- Neuropsychology
- Oralism, Psychological Effects of
- Psychological Evaluations and Testing
- Psychology, Multicultural
- Social Work
- Socioemotional Development
- Sociology of Deaf People
- Deaf Community: Social Patterns
- Adoption
- Catholicism
- Christianity
- Demographics
- Genealogy, Deaf History of
- Genetics and Ancestry
- Islam
- Mentors and Role Models
- Missionaries
- Mormonism
- Parent Education
- Summer Programs
- Theology
- Volunteerism
- Deaf Culture: Art
- Actors
- Art and Literature, Deaf History of and Participation in
- Art Genres and Movements
- Artists
- Artists in Residency
- Arts, Performing
- Deaf Art
- Deaf Professionals in American Art Museums
- De’VIA Manifesto
- Digital Arts
- Magicians
- Music, Signed
- Rhythm Stories and Songs, Signed
- Theater, Adapted
- Theater, Original
- Deaf Culture: Literature
- Books
- Folklore
- Literature, Deaf Characters in
- Literature, Deaf Themes in
- Poetry
- Poetry, Signed
- Poetry, Signed: Themes of
- Sign Language Literature
- Writers
- Deaf Culture: Media
- Deaf Cinema
- Film: Deaf Characters
- Film: Documentaries
- Film: Silent, Indies, and Post-Talkies Era
- Media, Stereotype of Deaf People in
- Television: Cultural Deaf Programming
- Television: Mainstream Programming
- Deaf Education: Educational Programs
- Education Programs: K-12 Charter Schools
- Education Programs: K-12 Day Schools
- Education Programs: K-12 Mainstream Programs
- Education Programs: K-12 Oral Schools
- Education Programs: K-12 Residential Schools
- Education Settings, Placement in
- Education, Early Intervention in
- Education: Higher Education
- Education: Transition
- Deaf Education: History
- Deaf Education History: 1980 to Present
- Deaf Education History: Milan 1880
- Deaf Education History: Post-1880 to 1979
- Deaf Education History: Pre-1880
- Education, History of Total Communication in
- Hearing People in Deaf Education
- Residential Schools, History of
- Residential Schools, Segregation in
- Deaf Education: Philosophy
- Combined Method, Philosophy and Models of
- Oralism, Philosophy and Models of
- Sign Systems, Cued Speech
- Sign Systems, Methodical
- Special Education, Philosophy and Models of
- Teaching Profession, Philosophies of
- Deaf Education: Policy and Curriculum
- Academic Test Bias
- Assessment Accommodations and Testing Modifications
- Classroom, Signing in the
- Educational Assessment Measures
- Individualized Education Program and Least Restrictive Environment, Placement in
- Journals, Deaf Education
- Mainstreaming and Social Capital
- Teacher Training, Bilingual
- Teaching Profession, Preparation for
- Teaching Profession, Requirements of
- Deaf Studies
- Deaf Centrism and Deaf Centricity
- Deaf Crit
- Deaf Gain
- Deaf Studies
- Deaf Studies Programs
- Deaf Studies: Disability Studies Perspective and Controversy
- Deaf Theory
- deaf/Deaf: Origins and Usage
- DeafSpace
- Dysconscious Audism
- Geographies
- Journals, Deaf Studies
- Transnationalism
- Deaf Studies: Social Justice
- Audism
- Bioethics
- Deaf Dean Now Protest
- Deaf Drivers and Deaf Workers: Advocacy Work of the National Association for the Deaf
- Deaf President Now Protest
- Deaf Rights Activism, Global Protests
- Driving Restrictions Protests
- Equality Issues
- Eugenics
- Unity for Gallaudet Protest
- Employment
- Business Owners and Entrepreneurs
- Employment: Affirmative Action
- Employment: Career Opportunities and Choices
- Employment: Depression and the New Deal
- Employment: Government Assistance
- Employment: Labor Bureaus
- Employment: Oppression
- Employment: Peddling
- Employment: Rehabilitation Services Administration
- Employment: U.S. Works Progress Administration
- Identity
- Children of Deaf Adults
- Children, Deaf, of Deaf Parents
- Children, Deaf, of Hearing Parents
- Deaf Culture
- Deafhood
- Group Membership and Exclusion
- Identity Development
- Labeling
- Surdescence
- Language: Attitudes and Planning
- Bilingualism, Philosophy and Models of
- International Day of Sign Language
- Language Attitudes
- Language: Oralism Versus Manualism
- Linguicism
- Linguistic Genocide
- Literacy
- Manualism, Philosophy and Models of
- Sign Language, Endangered
- Sign Languages, Recognition of
- Signed Language Policy
- Signed Language Rights, Attitudes Toward
- Language: Interpreting
- Interpreter Training, University
- Interpreting
- Interpreting, Categories of
- Interpreting, History of
- Interpreting, Legal
- Interpreting, Medical
- Interpreting: Agencies
- Interpreting: Deaf Interpreter
- Interpreting: Tasks
- National Multicultural Interpreter Project
- Language: Linguistics
- Bilingualism
- Cognitive Processes
- Deaf Learners, Cognition of
- Language Acquisition and Development
- Language Assessment Tools
- Language Contact of Spoken and Signed Languages
- Linguistics: Etymology
- Linguistics: Generativism
- Linguistics: Gestures and Homesigns
- Linguistics: Morphology
- Linguistics: Nonmanual Markers
- Linguistics: Phonetics
- Linguistics: Phonology
- Linguistics: Pragmatics
- Linguistics: Semantics
- Linguistics: Spatial Grammar
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- Linguistics: Syntax
- Multilingualism
- Nativism
- Neurolinguistics and Cortex Imaging
- Psycholinguistics, Milestones in
- Psycholinguistics, Primary
- Psycholinguistics: Visual Processing
- Sign Language Research: 1980 to Present
- Sign Language Research: Pre-1980
- Signed Language Linguistics, History of
- Sociolinguistics: Black American Sign Language
- Sociolinguistics: Dialects, Regionalisms, and Ethnic Varieties
- Sociolinguistics: Registers
- Language: Sign Language
- American Sign Language and English Literacy, Interdependence of
- American Sign Language, Positive Psychological Effects of
- Baby Signs
- International Signs
- Languages, Natural
- Sign Language as Academic Language
- Sign Language Teaching, Curriculum Models of
- Sign Language Teaching, Foreign Language Requirements for
- Sign Language Teaching, History of
- Sign Language Teaching, Training for
- Sign Language, Hawaiian
- Sign Language, Indigenous
- Sign Language: Africa
- Sign Language: Arabic Fingerspelling
- Sign Language: Caribbean
- Sign Language: Central America
- Sign Language: Eastern Europe
- Sign Language: Japan
- Sign Language: JSL Fingerspelling
- Sign Language: Name Signs
- Sign Language: One-Handed Fingerspelling
- Sign Language: Pacific Region
- Sign Language: Scandinavia
- Sign Language: South America
- Sign Language: Southern Asia
- Sign Language: Southern Europe
- Sign Language: Tactile
- Sign Language: Two-Handed Fingerspelling
- Sign Language: United Kingdom and Ireland
- Sign Language: Western Asia
- Sign Writing
- Signed Language Literacy, Definition of
- Signed Language Pathology
- Signing Communities
- Law and Public Policy
- Americans with Disabilities Act
- Architectural Barriers Act of 1968
- Camenisch v. University of Texas
- Commission on the Education of the Deaf
- Communications Act: Section 255
- Community Television of Southern California v. Gottfried
- Costner v. United States
- Department of Education, U.S.
- Eckstein v. Kirby
- Education Laws, Federal: Impact on Education of the Deaf
- Education of the Deaf Act of 1986
- Flail v. Bolger
- Hendrick Hudson Board of Education v. Rowley
- Human Fertilisation and Embryology Act of 2008
- Jackson v. Indiana
- Jones v. Illinois Department of Rehabilitation Services
- Legislation, Disability
- Legislation, Interpreter
- Legislation, Proposed: Assembly Bill 2072
- Legislation, Proposed: House Bill 1367
- Legislation, United States
- Legislators
- Linguistic and Human Rights Ratifications, European Union
- Linguistic and Human Rights, Constitutional Recognitions of
- Linguistic Minority Law, International
- People of Illinois v. Lang
- Public Policy Issues
- Pyles v. Kamka
- Schornstein v. New Jersey Division of Vocational Rehabilitation Services
- Southeastern Community College v. Davis
- Strathie v. Department of Transportation
- Telecommunications Act of 1996
- UN Convention on Genocide
- UN Convention on the Rights of Persons with Disabilities
- UN Convention on the Rights of the Child
- UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities
- UNESCO Education Position Paper (2003)
- Technology
- Avatar Technology
- Captioning
- Captioning Technology, Media
- FAX Technology
- Hearing Aids
- Hearing Mechanisms, Internal
- Inventors
- Social Media
- Technology, Assistive
- Technology, Tactile
- Technology, Wireless
- Teletypewriter (TTY)
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