This paper outlines my process of developing a workshop for sign language interpreters. In the field, we encounter many perspectives and a diverse range of individuals who see the world in different ways. One of our roles is to become the voice of the deaf individuals with whom we work. This requires a tremendous amount of trust on the part of the signer, and it is our responsibility to do our part to ensure that their voice is accurately represented and heard. Part of our ability to do so involves seeing things from their point of view. I created a workshop based on transformative learning theory, which is the process of experiencing a shift in worldview that causes us to see our environment through a new lens. Using this the framework, I compiled data that reveals the first-hand experiences of deaf students working with interpreters in an academic setting. Their ability to have a voice and speak freely in the classroom was a meaningful issue that arose. I then broadened my search to include stories of others who have experienced isolation and found empowerment through various methods of self-expression. This highlighted the power that narratives have on how we view the world, ourselves, and one another. It also underscores the importance of allowing space for multiple narratives to be heard and the responsibility we have in our role as we become someone’s voice.

Exit Requirement

Professional Project

Date of Award


Committee Chair

Amanda Smith

Committee Member

Erin Trine

Committee Member

Sarah Hewlett


transformative learning, interpreting, asl, deaf, perspective, voice



Type (DCMI Terms)


Subject Categories

Education | Other Languages, Societies, and Cultures

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