The history of the history of learning disability
The history of the history of learning disability
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学习障碍史的历史
DOI：
10.1111/bld.12461
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发表时间：
2022
影响因子：
1.5
通讯作者：
Jarrett S
中科院分区：
文献类型：
--
作者：
Jarrett S
这篇文章追溯和总结了学习障碍史上的史学趋势。它确定了三个主要的历史方法的浪潮开始与医学分析出现在世纪初。这是一个医学进步的故事，始于世纪的庇护运动，并将“白痴”描述为庇护所的生物和医学化凝视的对象。在20世纪90年代，一个新的社会历史挑战了这些假设，重点是制度化和优生学时期的不公正，同时试图在自己的历史中为学习障碍者及其家庭提供声音。后来出现了一个文化历史运动，挑战学习障碍作为一个固定的普遍概念随着时间的推移。它认为，学习障碍的概念（在其所有不同的语言迭代）是视时间和地点而定的，是其框架内的文化的产物。并不是所有的工作都能整齐地归入这些类别之一，有时它们重叠，有时它们不容易分类。然而，学习障碍史学中的这些广泛的参考框架确实指向更广泛的社会，文化和政治问题，当我们考虑历史的“工作”如何能够并且确实为态度，政策制定和变化提供信息时，这些问题值得牢记在心。作者描述了最近出现的令人鼓舞的历史学家活动家，他们寻求撰写和定义自己的历史，他们可能构成学习障碍史学的第四波浪潮。
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.
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DOI：
10.1111/j.1468-3156.2010.00630.x
发表时间：
2010
期刊：
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影响因子：
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