Academic Freedom in Interpreter Education: Teaching Communication Access in a Culture of Censorship

Authors

Dawn M. Wessling, University of North Florida, JacksonvilleFollow
Mark A. Halley, University of North FloridaFollow
Brendan Stern, Gallaudet UniversityFollow

Abstract

Abstract

The primary function of signed language interpreters and translators is to foster inclusion and equity by ensuring effective communication access for deaf individuals from diverse linguistic backgrounds in public spaces. The effectiveness of interpreter education depends on the freedom of expression, thought, and behavior. This paper explores the impacts of illiberal legislation on American Sign Language/English interpreter education in Florida. Specifically, we describe how the illiberal attacks on academic freedom that preclude Diversity, Equity, and Inclusion (DEI) initiatives and curricula, such as Florida’s SB266/HB999 (2023) and SB2525/HB7 (2022), present unprecedented challenges for interpreter and translator educators. In conclusion, we argue that countering the illiberal drift in academic institutions and defending academic freedom are essential for the future of effective interpretation and communication access for deaf individuals.

Suggested Citation

Wessling, Dawn M.; Halley, Mark A.; and Stern, Brendan (2025) "Academic Freedom in Interpreter Education: Teaching Communication Access in a Culture of Censorship," Journal of Interpretation: Vol. 33: Iss. 1, Article 4.
Available at: https://digitalcommons.unf.edu/joi/vol33/iss1/4