The History of the History of Learning Disability

Autor/inn/en	Jarrett, Simon; Tilley, Elizabeth
Titel	The History of the History of Learning Disability
Quelle	In: British Journal of Learning Disabilities, 50 (2022) 2, S.132-142 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jarrett, Simon) ORCID (Tilley, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12461
Schlagwörter	Learning Disabilities; Educational History; Historiography; Educational Trends; Social History; Heredity; Social Bias + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; History of education; Bildungsgeschichte; Geschichtsschreibung; Bildungsentwicklung; Sozialgeschichte; Erblichkeit
Abstract	This article traces and summarises historiographical trends in the history of learning disability. It identifies three major waves of historical approaches beginning with a medicalised analysis which emerged in the early 20th century. This presented a story of medical progress which began with the asylum movement of the 19th century and represented 'idiots' as creatures of the asylum and objects of the medicalised gaze. In the 1990s a new social history challenged these assumptions, focusing on the iniquities of institutionalisation and the eugenics period, while attempting to give a voice to people with learning disabilities and their families in their own history. A cultural history movement later emerged to challenge the idea of learning disability as a fixed universal concept over time. It argued that the idea of learning disability (in all its different linguistic iterations) is contingent on time and place, and a product of the culture within which it is framed. Not all work fits neatly into one of these categories, sometimes they overlap and sometimes they cannot be easily categorised. Nevertheless, these broad frames of reference within the historiography of learning disability do point to wider social, cultural and political concerns, which are worth holding in mind as we consider how the 'work' of history can and does act to inform attitudes, policy-making and change. The authors describe the encouraging recent emergence of historian activists who seek to write and define their own history, and who may constitute a fourth wave in the historiography of learning disability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01