Romantic Agrarianism and Movement Education in the United States: Examining the discursive politics of learning disability science
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (6):636-651 (2011)
The learning disability construct gained scientific and political legitimacy in the United States in the 1960s as an explanation for some forms of childhood learning difficulties. In 1975, federal law incorporated learning disability into the categorical system of special education. The historical and scientific roots of the disorder involved a neuropsychological discourse that often conflated lower social class identity and learning disability. Lower class, often urban, families were viewed as providing insufficient intellectual stimulation for their young children, thereby causing learning problems. This paper undertakes a historical analysis of a particular form of this class-based political discourse—romantic agrarianism—developed by leading learning disability researchers Newell Kephart and Marianne Frostig in the 1960s
|Keywords||Marianne Frostig movement education social class learning disability Newell Kephart|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Christina Hughes & Malcolm Tight (1995). The Myth of the Learning Society. British Journal of Educational Studies 43 (3):290 - 304.
Christina Papadimitriou (2008). The 'I' of the Beholder: Phenomenological Seeing in Disability Research. Sport, Ethics and Philosophy 2 (2):216 – 233.
Jeffrey P. Brosco (2010). The Limits of the Medical Model : Historical Epidemiology of Intellectual Disability in the United States. In Eva Feder Kittay & Licia Carlson (eds.), Cognitive Disability and its Challenge to Moral Philosophy. Wiley-Blackwell. 26--54.
Brian J. Winner (2000). Disability and the ADA: Learning Impairment as a Disability. Journal of Law, Medicine and Ethics 28 (4):410-411.
Christina E. Erneling (2010). Towards Discursive Education: Philosophy, Technology and Modern Education. Cambridge University Press.
Elizabeth Barnes (2009). Disability, Minority, and Difference. Journal of Applied Philosophy 26 (4):337-355.
Christopher Monson (2005). Practical Discourse: Learning and the Ethical Construction of Environmental Design Practice. Ethics, Place and Environment 8 (2):181 – 200.
Mal Leicester (2011). Triadic Moral Learning and Disability Awareness. Journal of Moral Education 40 (3):319-327.
Added to index2010-08-11
Total downloads7 ( #192,693 of 1,099,989 )
Recent downloads (6 months)6 ( #51,435 of 1,099,989 )
How can I increase my downloads?