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ERIC Number: EJ815636
Record Type: Journal
Publication Date: 2007-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0953-9964
Getting the Stories Straight: Allowing Different Voices to Tell an "Effective History" of Special Education Law in the United States
LaNear, John; Frattura, Elise
Education and the Law, v19 n2 p87-109 Jun 2007
Traditional historical narratives can serve to mask injustices that exist beneath a celebratory surface of statistics, legislative enactments, and judicial decision-making that may present an impression of continuous progress. With this understanding, this article adopts a framework applying Foucault's distinction between "traditional" and "effective" history to examine the legal foundations of special education in the United States. The ultimate goal of this article is to challenge the assumption that "societies follow a developmental pathway, away from superstition, prejudice and cruelty, and in the direction of greater enlightenment and humanity." The comparison of "traditional" and "effective" historical narratives is necessary to illustrate some basic--and perhaps flawed--assumptions inherent in traditional narratives. (Contains 108 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A