1960s
Here is a list of Singapore newspaper articles from 1960 to 1969 that have been coded and analysed.
Newspaper Articles
Silent’ artist koo gives free lessons to 20 deaf mutes. (1960, May 17). The Singapore Free Press, p. 5. Retrieved July 1, 2026, from https://eresources.nlb.gov.sg/newspapers/digitised/article/freepress19600517-1.2.55.
Themes
Codes:
medical model
ableism and audism
othering and stereotyping
inspiration porn
supercrip narrative
paternalistic
charity model
Thematic Analysis
Medical model
"He lost of the power of hearing and speech when he was two years old." (audism)
Being deaf is portrayed as a tragedy or loss.
It regards deafness as a personal condition to be overcome and hints that being able to hear and speak makes one powerful and not being able to do that makes one powerless. The narrative begins with loss and impairment.
There is a strong focus on Koo's impairment and not much focus at all on what barriers existed in the environment (social model).
The reader is encouraged to see Koo through a lens of tragedy and limitation (medical model) before learning about his accomplishments.
strong deficit framing - "He was not of much use to his parents but he soon found he could paint."
This implies that:
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deafness reduced his value as a person (first focus in the narrative)
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Then, his art talent compensated for his hearing loss and restored his worth as a person.
Ableism and Audism
Examples:
"deaf and dumb"
"silent artist"
"urge to communicate"
Underlying assumption that:
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hearing and speech is normal
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sign language is secondary
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deaf people are mostly defined by what they lack
There is no recognision of deaf people as members of a linguistic or cultural community, although it states that Koo uses sign language.
The praise about Koo is built on deficit audist assumptions.
"He was of not much use to his parents."
Suggests human value is linked to productivity and ability and being "normal" by hearing people's standards.
Othering and Stereotyping
The article portrays Koo as different. For example:
"silent artist" instead of artist
His deafness is presented as the most remarkable thing about him. People are invited to view him as an unusual deaf man, instead of a respected artist.
Inspiration porn
A deaf man who was once viewed as limited and not useful overcomes his impairment through exceptional talent and selflessness. The underlying message is "Look how admirable this deaf man is" for his artistic talent and for overcoming deafness to make hearing people feel good and inspired.
Supercrip narrative (a subset of inspiration porn)
Focus is on Koo's disability and his struggle. Then, his exceptional achievement and being an inspiration. The structure of the article shows he became deaf, was not useful, discovered his talent, became exceptional and helped others.
Implied message: "Even someone like him can succeed"
The phrase "Today, at the age of 42, the self-taught artist could sketch a panoramic view of Singapore in record time" serves as evidence of extraordinary accomplishment. The achievement becomes newsworthy partly because he is deaf and his success is framed as surprising. The compliment itself relies on lowered expectations.
Paternalistic
"Mr Koo...is giving free painting lessons to 20 deaf and dumb children"
and
"he wants to help handicapped children with free painting lessons".
The children are described mainly as people being helped. They are not described as aspiring artists, students with interests, people making choices or individuals with talens.
This is paternalistic because the focus is on the benefactor, Koo, rather than the children's agency.
Charity model
"help handicapped children" - charity framing because it is focused on "helping" rather than "empowering". The children are also othered here by being described as "handicapped". It might be more empowering to use the phrase "teaching deaf children painting skills" or "creating opportunties for deaf young artists". The article emphasises benevolence more so than capability.
Disability is associated with dependency.
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assumption is disabled children need assistance from a more capable person.
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children are portrayed as beneficiaries rather than contributors, collaborators or future artists.
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shows a capable helper and disabled recipients even though the helper is portrayed as deficient by the reporter
Summary
The article speaks about deaf people, not with them. The article includes the journalist's perspective and Koo's perspective.
The headline "Silent Artist Koo Gives free Lessons to 20 Deaf Mutes"
The first thing readers learn about him is that he is "silent" and "deaf and dumb" instead of him being an artist, teacher, mentor or community leader. This is a form of "othering" because his disability is treated as his defining characteristic.
Overall, the article positively portrays Koo as talented, hardworking and altruistic, while simultaneously framing deaf people through a deficit lens, medical model and audist assumptions. Koo is celebrated but only after the article establishes him as someone who was "not of much use" because of his deafness. His value is constructed through overcoming a negatively framed disability, which is characteristic of supercrip narrative as the praise depends on first establishing a deficit.
First lady opens school for deaf. (1963, November 25). The Straits Times, p. 4. Retrieved from https://eresources.nlb.gov.sg/newspapers/digitised/article/straitstimes19631125-1.2.21
Themes
Codes
Medical Model/Deficit lens
Ableism and Audism
Charity Model
Paternalism
Social model
Hero narrative (benevolence porn)
Thematic Analysis
The article reflects the language, values, and assumptions that were common in the 1960s, when disability was often understood very differently from today.
Medical Model/Deficit lens
Portrays deafness mainly as a deficiency that needs to be overcome.
Examples are:
“Break through the sound barriers of the deaf.”
“They will bring new life, education, language and meaning to our handicapped little brothers and sisters who have been lost in a world of silence.”
Phrases suggest that deaf people are lacking something, and hearing people “give” language and meaning.
Deafness is viewed as a problem instead of a different lived experience through a diversity lens.
Reflects the medical model. Disability is seen as residing within the individual and requiring intervention or rehabilitation.
Ableism and Audism
There are clear traces of both.
Examples include:
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Assuming that life before education lacks meaning.
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Portraying silence as inherently tragic.
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Implying that deaf children need hearing people to rescue them.
The phrase “lost in a world of silence” shows underlying audist ideologies. It frames the deaf experience negatively instead of recognising deaf culture or sign language. It perpetuates stereotypes of deaf people as silent and disempowered when they may not be.
Similarly, “bring…language” implies deaf children previously had no language. This ignores the possibility that they may have been using sign language.
Charity model
The article repeatedly emphasises generosity and benevolence. Examples include:
“Generosity of the good people of Singapore”
“Dedicated voluntary workers”
“Excellent work”
“Voluntary helpers”
Instead of discussing education as a right, it is framed as something gifted by kind-hearted people.
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Reflects the charity model where disabled people are recipients of compassion and goodwill, instead of citizens entitled to equal access.
Celebrates volunteers, benefactors and leaders instead of the agency of deaf people.
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The implied message is deaf people depend upon hearing society for opportunity.
Paternalism
Portrays deaf children as passive recipients. For example, the phrase “our handicapped little brothers and sisters”. This language is affectionate, protective and infantilising.
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The deaf children are talked about rather than with. The article gives no agency to deaf people to represent themselves. It doesn’t mention deaf adults, deaf community, deaf culture, sign language and deaf identity.
Social model
The article recognises that for years “education…had to be continued in borrowed or rented premises.” This acknowledges structural barriers such as inadequate educational infrastructure.
Similarly, “modern facilities” recognises that an upgraded and accessible educational environment matters. From a social model perspective, improving resources in schools removes barriers to participation. However, the article does not really recognise society itself as disabling but the focus seems to be on “fixing” deaf children.
Hero narrative (benevolence porn)
The heroes in the article are the First Lady, volunteers, the Association, and generous citizens. This is a common disability narrative where non-disabled people are celebrated for helping disabled people.
She then praised the Singapore Association for the Deaf and its many dedicated voluntary helpers: “They will bring new life, education, language and meaning to our handicapped little brothers and sisters who have been lost in a world of silence.”
Modern facilities for teaching deaf children. (1963, November 24). The Straits Times, p. 14. Retrieved from https://eresources.nlb.gov.sg/newspapers/digitised/article/straitstimes19631124-1.2.105
Themes
Codes
Education and inclusion for deaf children
Modernisation and progress
Community service and volunteerism
Government and public support for social welfare
Ableism and audism
Discrimination
Charity model
Social model
charity versus rights
segregation versus inclusion
Thematic analysis
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Education and inclusion for deaf children - the new school gives deaf children better opportunities to learn.
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Modernisation and progress - moving from borrowed, rented, and inadequate spaces to a purpose-built school with modern facilities.
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Community service and volunteerism - praise for voluntary workers and Singaporeans who helped make the school possible.
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Government and public support for social welfare - the opening reflects wider efforts to improve care and educational access for people with disabilities.
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Ableism/audism - The strongest clue is the distinction between a “sign school” and an “oral school.” Historically, oral education often prioritised speech and lip-reading over sign language, sometimes treating signing as inferior. That can reflect audist assumptions that deaf children should adapt to hearing norms. However, this article does not state that sign language was banned or devalued. So, it is an inference.
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Discrimination - deaf children had been educated in an “old attap house,” rented premises, or shared facilities. This suggests their education had received lower priority and fewer resources than mainstream schooling. The new school responds to that exclusion and lack of resources.
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Charity model - The framing leans somewhat toward a charity model. deaf children appear as recipients of help, facilities, and charitable effort. Focus on providing for a group defined by impairment, rather than on their rights, agency, or equal participation.
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Praise for volunteers and “the people of Singapore” frames access as a benevolent community achievement.
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Social model - There are also hints of social model aspects. The article shows that disadvantage came from environmental barriers such as unsuitable premises and lack of resources, not simply from deafness itself. Better facilities are presented as enabling improved education.
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Segregation versus inclusion - A segregated deaf school can be read positively as specialist provision and a potential space for deaf people. But it can also imply separation from mainstream education. The extract does not say whether children had meaningful access to inclusive mainstream schools.
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Lack of deaf representation - Toh Puan Noor Aishah and helpers speak about deaf children, but no deaf child, parent, teacher, or deaf adult is quoted. Suggests a paternalistic dynamic as they are "speaking for" them.
The article is progressive in recognising an educational need and remedying neglect. However, the narrative is shaped by welfare/charity framing.