NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ932030
Record Type: Journal
Publication Date: 2011-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0013-1857
Romantic Agrarianism and Movement Education in the United States: Examining the Discursive Politics of Learning Disability Science
Danforth, Scot
Educational Philosophy and Theory, v43 n6 p636-651 Aug 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A