Recognizing The BIPOC Traumatized Experiences in Interpreter Education Programs: Implications for Best Preventive Practices
Recognizing The BIPOC Traumatized Experiences in Interpreter Education Programs: Implications for Best Preventive Practices
0.2 PPO, PS CEUs credits
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The primary format of this webinar presentation will be for sharing the teaching experiences of BIPOC Interpreter Educators, student experiences, and open-ended dialogues with participants with a major focus on the key concepts of BEACON. The key elements of BEACON- Belonging, Empathy, Acceptance, Compassion, Opportunity, and Negotiation. These BEACON elements could be a step toward correcting imbalances in a profession shaped primarily by a linguistic perspective. BEACON emphasizes the sociocultural dynamics that incorporate and respond to the realities of systemic oppression.
In addition, we hope with deeper summary of discussions, it will help us all to conclude some potential recommendations for how Interpreter Educators can use intersectionality as a practice lens to encourage inclusivity with BIPOC interpreter students whose chances of experiencing marginalization and discrimination are increased based on their multiple marginalized identities.
Educational Objectives:
1. Describe and summarize the concept of traumatized experiences.
2. Identify the relationship between different identities and social norms.
3. Comparing and contrasting various trauma preventive strategies, interpretations, and
other traumatized experiences that are different from normal social norms in IEP settings.
4. Identify how BIPOC student identities when they are experienced being discriminated against and oppressed by white interpreter’s privilege.
5. Utilize a potential framework (a set of lenses) that can direct Interpreter Educators to take into account BIPOC students' identities when considering how their academic and social
worlds are constructed.
6. Identify specific privileges, they hold themselves, and how they can leverage those privileges to advocate for diverse interpreter students and consumers they serve.
Purple Communications is an Approved RID CMP Sponsor for continuing education activities. This Professional Studies program, Recognizing The BIPOC Traumatized Experiences in Interpreter Education Programs: Implications for Best Preventive Practices, is offered for 0.2 PPO, PS CEUs at the little/None Content Knowledge Level.
Purple Communications and Diversity Academy promotes and supports policies of non-discrimination and an environment that is mutually respectful and free from bias.
Requests for accommodations must be submitted to [email protected].
Cancellation Policy:
In the event that this webinar has to be canceled, we will notify you within 48 hours. We will provide an alternative presentation.
About Your Speakers
Dr. Jenny Margarita Gough (Contreras) is a Deaf Person of Color (DPOC), educator, interpreter, mentor, interpreter, education specialist, and advocate. She holds her degrees: BA, MA, and Ed.D. Her primary areas of study are Family and Child Studies, Linguistics, Deaf Studies, and Deaf Education; she is currently in a graduate program for teaching interpreting. Her family is from El Salvador. Her indigenous tribes are Maya, Chippewa, Lenca, Mangue, and Pipil. She was born in Manhattan, New York, as a first generation American. She is alumnae of the California School for the Deaf in Fremont.
Dr. Gough is department chair and professor of American Sign Language at Berkeley City College. She brings over 16 years of experience teaching American Sign Language, Linguistics,
Deaf Studies, Deaf Education, and Interpreting studies at numerous colleges and universities. She has served in many roles, including curriculum developer, interviewer, rater, facilitator for diversity, equity, inclusion, and sociocracy trainer for different organizations and Deafhood. She
has participated in Sorenson's Deaf Interpreter Education and Professional Development training for Deaf Interpreters of Color and Trilinguals, and Next Step Deaf Interpreter/Certified Deaf Interpreter Next Step. She is currently training for DeafBlind Interpreting. She was a facilitator to provide Professional Development training for National Deaf Interpreters (NDI), and is the current Vice President of the Conference of Interpreter Trainers (CIT).
Dr. Gough was involved with a task force under the Conference of Interpreter Trainers (CIT) focused on "Interpreting Teacher certification." She was the co-operator of the California Manos del Corazon (CMC) organization. She is a member of Mano a Mano (MaM), the Northern California Registry of Interpreters for the Deaf (NorCRID), the Registry of Interpreters for the Deaf (RID), and the Northern California Association of the DeafBlind (NCADB). She has been blessed to raise three Deaf children and many fur babies with her Deaf husband, Daniel Gough.
Ms. LaToya Childs is a native of Atlanta, GA. She has spent 20 years in the interpreting profession. Her passion includes mentoring novice and aspiring interpreters. She is currently President of the National Alliance of Black Interpreters-Atlanta and instructing interpreters in the post-secondary setting.
Ms. Nadya Jackson (NAJA) has a long history and passion for the Deaf/HH community. Around the age of twelve she realized the beauty of the language and began to explore and develop her ASL skills on her own. Later she came to understanding the communities need to be acknowledged and supported by the hearing. Nadya was chosen to advocate for victims of domestic violence/sexual assault helping them navigate the criminal justice system. Understanding the necessity of enhancing her skills, she began studies in pursuit of a double major in nursing and sign language. For a number of years was a member and leader for Deaf/HH Ministry for her local church, in Phoenix Arizona. Interpreting for Arizona State University, Delivering Democracy, weddings, funerals and concerts. She’s a mother of three beautiful blessings and a bonus blessing her grandson. Currently she’s employed as benefit verifier and part-time student at Cincinnati Ohio State Technology School. Today she holds an AA and is pursing the IPP Certification and a Bachelors of Arts. Her goal is to become the owner of trilingual interpreting service and non-profit organization.
Reserve Your Spot Today!
Live Webinar on May 21, Sunday @ 6:00 PM CST
Webinar Overview
Participants will receive a pre-assessment form with questions related to diversity topics.
Dr. Jenny Margarita Gough (Contreras) is a Deaf Person of Color (DPOC), educator, interpreter, mentor, interpreter, education specialist, and advocate. She holds her degrees: BA, MA, and Ed.D. Her primary areas of study are Family and Child Studies, Linguistics, Deaf Studies, and Deaf Education; she is currently in a graduate program for teaching interpreting. Her family is from El Salvador. Her indigenous tribes are Maya, Chippewa, Lenca, Mangue, and Pipil. She was born in Manhattan, New York, as a first generation American. She is alumnae of the California School for the Deaf in Fremont.
Dr. Gough is department chair and professor of American Sign Language at Berkeley City College. She brings over 16 years of experience teaching American Sign Language, Linguistics,
Deaf Studies, Deaf Education, and Interpreting studies at numerous colleges and universities. She has served in many roles, including curriculum developer, interviewer, rater, facilitator for diversity, equity, inclusion, and sociocracy trainer for different organizations and Deafhood. She
has participated in Sorenson's Deaf Interpreter Education and Professional Development training for Deaf Interpreters of Color and Trilinguals, and Next Step Deaf Interpreter/Certified Deaf Interpreter Next Step. She is currently training for DeafBlind Interpreting. She was a facilitator to provide Professional Development training for National Deaf Interpreters (NDI), and is the current Vice President of the Conference of Interpreter Trainers (CIT).
Dr. Gough was involved with a task force under the Conference of Interpreter Trainers (CIT) focused on "Interpreting Teacher certification." She was the co-operator of the California Manos del Corazon (CMC) organization. She is a member of Mano a Mano (MaM), the Northern California Registry of Interpreters for the Deaf (NorCRID), the Registry of Interpreters for the Deaf (RID), and the Northern California Association of the DeafBlind (NCADB). She has been blessed to raise three Deaf children and many fur babies with her Deaf husband, Daniel Gough.
Ms. LaToya Childs is a native of Atlanta, GA. She has spent 20 years in the interpreting profession. Her passion includes mentoring novice and aspiring interpreters. She is currently President of the National Alliance of Black Interpreters-Atlanta and instructing interpreters in the post-secondary setting.
Ms. Nadya Jackson (NAJA) has a long history and passion for the Deaf/HH community. Around the age of twelve she realized the beauty of the language and began to explore and develop her ASL skills on her own. Later she came to understanding the communities need to be acknowledged and supported by the hearing. Nadya was chosen to advocate for victims of domestic violence/sexual assault helping them navigate the criminal justice system. Understanding the necessity of enhancing her skills, she began studies in pursuit of a double major in nursing and sign language. For a number of years was a member and leader for Deaf/HH Ministry for her local church, in Phoenix Arizona. Interpreting for Arizona State University, Delivering Democracy, weddings, funerals and concerts. She’s a mother of three beautiful blessings and a bonus blessing her grandson. Currently she’s employed as benefit verifier and part-time student at Cincinnati Ohio State Technology School. Today she holds an AA and is pursing the IPP Certification and a Bachelors of Arts. Her goal is to become the owner of trilingual interpreting service and non-profit organization.
Educational Objectives:
1. Describe and summarize the concept of traumatized experiences.
2. Identify the relationship between different identities and social norms.
3. Comparing and contrasting various trauma preventive strategies, interpretations, and
other traumatized experiences that are different from normal social norms in IEP settings.
4. Identify how BIPOC student identities when they are experienced being discriminated against and oppressed by white interpreter’s privilege.
5. Utilize a potential framework (a set of lenses) that can direct Interpreter Educators to take into account BIPOC students' identities when considering how their academic and social worlds are constructed.
6. Identify specific privileges, they hold themselves, and how they can leverage those privileges to advocate for diverse interpreter students and consumers they serve.
Participants will receive a Post-Assessment form that will identify their involvement and understanding of diversity topics covered in the webinar.
Participants will provide feedback via a presenter evaluation form.
This course is being offered for 0.2 PS PPO (Power, Privilege, and Oppression) CEUs.
Diversity Academy Online provides:
PowerPoints
Pre/post assessment questions
Active participation in the webinar and Q&A
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