Media Representations and Social Integration: A Study of Deaf Cafes in China

Authors

  • Siyu He

DOI:

https://doi.org/10.54097/aamdaz33

Keywords:

Deaf Cafe, Deaf Workers, Media Representations, Social Intergration, Media Narrations.

Abstract

There is a large population of deaf workers in China. These individuals often face challenges in obtaining quality vocational education in their youth, further hampered by societal prejudice that questions their ability to lead normal lives. Their employment, especially in the catering sector, has been less than promising due to these combined factors. This paper explores the potential of social media as a platform to promote deaf-owned businesses and challenge prevailing biases. By interviewing the deaf owner of Sign Cafe, the study highlights how social media can not only serve as an advertising tool but also as a medium to change perceptions about the capabilities of the deaf community.

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References

Friedner, Michele. "Producing “Silent Brewmasters”: Deaf Workers and Added Value in India's Coffee Cafés." Anthropology of Work Review 34.1 (2013): 39-50.

Stokar, Hayley, and John Orwat. "Hearing managers of deaf workers: A phenomenological investigation in the restaurant industry." American annals of the deaf 163.1 (2018): 13-34.

Lin, Zhongxuan, Zhi’an Zhang, and Liu Yang. "Self as enterprise: digital disability practices of entrepreneurship and employment in the wave of ‘Internet + disability’ in China." Information, Communication & Society 22.4 (2019): 554-569.

Novita, Jessica, and Septia Winduwati. "Marketing Communication Strategy of Sunyi House of Coffee and Hope in Branding Image as a Difabel Friendly Cafe." International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Atlantis Press, 2021.

Nurfitria, Lala, and Achmad Ghazali. "The Use of Augmented Reality to Promote Public Awareness for Deaf Workers." (2023).

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Published

29-12-2023

How to Cite

He, S. (2023). Media Representations and Social Integration: A Study of Deaf Cafes in China. Journal of Education, Humanities and Social Sciences, 24, 25-31. https://doi.org/10.54097/aamdaz33