Professor Bailyn, Meet Professor Baynton: The “New Disability History” of Education

Ellis, Jason A.; Rousmanière, Kate

doi:10.1017/heq.2020.38

Cited by 3 publications

(2 citation statements)

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“…In any case the field of the history of education has significantly neglected both disability as a category of analysis and histories of people defined as having a disability (e.g. see Altenbaugh, 2006; Armstrong, 2007; Ellis and Rousmaniere, 2020). Internationally, the history of the educational parenting of deaf children in the late-20h and early-21st centuries is mainly to be gleaned from a small body of historical studies of organisations and institutions for the formal education of the deaf (e.g.…”

Section: Framework For Understanding Histories Of Parenting Of Deaf C...mentioning

confidence: 99%

The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia

Payne

Proctor

Spandagou

2022

HER

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PurposeThis article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.Design/methodology/approachWe present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.FindingsWe propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.Originality/valueThe paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

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Section: Framework For Understanding Histories Of Parenting Of Deaf C...mentioning

confidence: 99%

The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia

Payne

Proctor

Spandagou

2022

HER

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“…Disability historians (e.g., Baynton, 2001; Danforth, 2018; Schweik, 2011) have noted how more expansive views of disability history reframe disability itself from a medical “problem” to a social category, both “public and political, cultural and social, and manifestly diverse” (Ellis & Rousmaniere, 2020, p. 287). Many disabled People of Color 2 throughout history have built coalitions toward justice and a re-imagination of alternative worlds; Fannie Lou Hamer, Johnnie Lacy, Marcy Davidson and Harriet Tubman’s stories are fundamentally intersectional and fundamentally also disability history (Thompson, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Whiteness and Ability: Discourses in Disability History Curriculum Legislation

Mueller

Beneke

2022

Educational Policy

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This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history.

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