
https://gupress.gallaudet.edu/Books/T/The-Evidence-Is-Life2
Timothy Loh: I love the framework of pilgrimage/peregrinación that you foreground in this book, drawing upon your interlocutors’ use of this word to “describe their journeys to finding sign language, learning, and community” (p. 4), which you also used in your 2019 Medical Anthropology article. It works so well as a metaphor, especially in the Mexican context. How did you come to realize this as the organizing frame for the book?
Anne Pfister: Thanks, Tim, for these thoughtful questions and for engaging with my book! I also love the evocative metaphor of pilgrimage. This framing arose organically because peregrincación (pilgrimage) was a term several hearing families used as they reflected on the journeys that began when they realized their children were deaf. Pilgrimage is a familiar concept in the predominantly Catholic context of Mexico City where it is part of the city’s bustle, crowds, and movement. In November, for example, pilgrims carry statues and religious paraphernalia through crowded subways to honor San Judas Tadeo who is celebrated as patron saint of the deaf by many deaf Catholics in Mexico City. However, unlike the colorful religious pilgrimages of festival days, the pilgrimages in this book are not about pageantry and performativity but instead about unwavering determination to find answers and often about a leap of faith as families come to find sign language, which, in the medicalized context of Mexico City, is a less-traveled path.
Participants use pilgrimage to represent their search for information about deafness and the trial and error they experience in their journeys. Pilgrimage as an anthropological framework is classic and recognizable, conveying the stages of departure, liminality, and reintegration. These stages map neatly along families’ experiences: they became disoriented by deaf diagnoses, felt isolated as they traveled dizzying mazes of myths and miracles, and finally experienced a transformative homecoming into a signing community where they learn Lengua de Senas Mexicana (Mexican Sign Language, or LSM). More than a simple progression through stages, pilgrimage also captures the arduousness of traversing public medical systems, the traffic and exhaustion as families traversed the city for medical appointments, and their long commutes to and from school (some families spent as many as three hours in transit each way!) that robbed them from time at home and with other family members. I am sensitive to how families are often unfairly blamed when their children do not conform to hearing standards (by teachers, by doctors, by other family members), so I use pilgrimage to underscore the intensive labor and selflessness of families who search tirelessly to find answers and support. Pilgrimage also hints at the sacredness of parents’ labor on behalf of their children, humanizing their desire for communication and their determination as they struggled within structures that often lead them away from LSM, the very resource they eventually find most useful.
Timothy Loh: I was struck by the powerful title of your book—“the evidence is life”—which is a quote from one of your interlocutors, Fabiola. Can you unpack this phrase for us and say more about why you chose this to be the title?
Anne Pfister: The phrase and title “The Evidence is Life” embodies the importance of sign-based socialization in participants’ lives and pairs well with deaf youths’ photovoice images (on the cover and in Chapter Six). Fabiola is a key participant and dear friend, she worked at the school during some of my research and knew the youth participants for many years. She provided important perspectives, and describes the world expertly and playfully. Fabiola, through her training as a psychologist and through her experience as CODA (Child of Deaf Adults), is knowledgeable about many issues surrounding deafness and LSM. As she described her father’s experience at a deaf, signing school when he was young, she puts into words what many people familiar with deaf schools also know and describe. At signing schools, the most vital learning “…isn’t how much knowledge you have accumulated, but instead how you apply it and how you move about in the world… That kind of life learning is invaluable but difficult to exemplify because there is no real evidence to point to. The evidence is life.”
Adopting this phrase as the title of the book was easy because it evokes the very essence of language socialization, the primary theory I use throughout my analysis. We might understand language socialization as the everyday business of learning and using language and what counts as culture simultaneously. It is the spontaneousness with which we interact within and contribute to our social worlds. In Chapter 6, I present many of the youth participants’ photovoice images, most of which are not specifically deaf but are ordinary images of youth exploring and documenting their interests and preoccupations. I argue that the ordinariness of the images is evidence of how language socialization functions. They showcase how unobstructed access to language allows deaf children to actively express their whims, opinions, and identities, the way hearing children their age might. This contrasts sharply from their experiences prior to learning LSM which they describe as isolating and confusing.
Timothy Loh: I found compelling your approach to community-based research and your use of participatory methods like personal history timelines (chapter five) and photovoice (chapter six). What kind of power and potential do you think these kinds of participatory methods have for anthropologists of communication, media, and performance?
Anne Pfister: The participatory nature of these methods is one of the primary advantages I have experienced; I can imagine anthropologists of communication, media, and performance finding myriad ways to utilize them. By incorporating deaf youth into the research process with participatory methods, they themselves guided the research in ways I might not have imagined had I used only traditional ethnographic research methods. From the start, participants helped shape the research questions by identifying what was important to them. They did this through personal history timelines (visual maps of salient memories) and by contextualizing their photographs and identifying relevant themes. I conducted interviews using photos as guides, for example, and this allowed me to ask questions about things I saw in participants’ images that I might not have otherwise known to ask about – aspects of their lives that included extended family members, for example, or household routines. Participatory analysis is another compelling reason to use these methods. During our photovoice project, deaf youth chose the images they thought were most representative of their experiences and through our discussion we co-created cultural theories using their emic knowledge and their language. These methods can be used in a variety of fields and contexts to prioritize minority voices (here, deaf children’s voices), for advocacy (please also see Pfister 2020b and 2022) to incorporate decolonial pedagogies, and toward democratization of anthropological research (please also see Pfister 2024).
Timothy Loh: Your book is bookended with a foreword by Mercedes Obregón Rodríguez, director of the deaf school you study, and an afterword by Lina Hou, a deaf sociolinguist who also researches Mexico. I appreciated hearing their voices! Why did you think it was important to include them in your book?
Anne Pfister: Mercedes and Lina are both cherished collaborators who provide critical perspectives and I am grateful they contributed. Mercedes was director at IPPLIAP, the deaf school that was my primary research site, for the entirety of this research. Advocating for deaf education and LSM in Mexico is her life’s work. She contributes a practical perspective, about the research site and participants, and regarding the historical and contemporary status of educational institutions and policies which she has helped influence but is stubbornly slow to change. Her perspective also provides one that many researchers seldom seek: the effect of their research on the site and the participants they work with. Lina is a sociolinguistic scholar I admire very much and with whom I have collaborated on a couple of occasions. I invited her to write the afterword because she is an expert in language socialization and currently researches deaf networks in Mexico. Our discussions about the context-contingent paths to language for deaf children and about how structures inform family choices are always interesting (see Pfister and Hou forthcoming). Much of the research that informs this book began in 2012, so I wanted Lina’s perspective on its durability and relevancy to contemporary research on signing networks in Mexico and beyond.
Timothy Loh: Translations and interpretations of various kinds play a big role in your book, even as you write that they can sometimes “dilute [the] power and spirit” of your interlocutors’ words (p.10). You also discuss how many of your interviews in Lengua de Señas Mexicana took place through an interpreter, which you then translated from Spanish into English. How did you think about translating for this book? And, relatedly, how do you hope your book will translate out into the world?
Anne Pfister: I am not a native or fluent signer, so using an LSM interpreter was key during this project. Language is a central focus of this work, so abundant care and consideration went into translating, while realizing that translations and interpretation are never perfect. I am interested in how experience shapes language (and how language reflects experience) so I tried to convey some of the beauty and complexity of LSM by sharing and analyzing common LSM expressions (Chapter 5 and see also Pfister 2020a). Where possible, I left the LSM and/or Spanish phrasing untranslated to avoid diluting the original sentiments. I am currently looking for ways to get the book published in Spanish because I would like this research to be a resource in Mexico and Latin America. Hearing people wield tremendous influence on the lives of deaf children and their families; it is crucially important for hearing people (such as families, doctors, educators, policy makers) to understand the perspectives of deaf youth and their families.







