Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-08T04:02:33.905Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  08 October 2020

Jason Ellis  and
Kate Rousmaniere
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Introduction to the Special Issue
Information
History of Education Quarterly , Volume 60 , Special Issue 3: Disability and the History of Education , August 2020 , pp. 285 - 294
Copyright
Copyright © 2020 History of Education Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1 Bailyn, Bernard, Education in the Forming of American Society: Needs and Opportunities for Study (Chapel Hill: University of North Carolina Press, 1960), 14Google Scholar. Numerous scholars have used Bailyn's recommendations as a springboard for further discussions, including Gaither, Milton, American Educational History Revisited: A Critique of Progress (New York: Teachers College Press, 2003)Google Scholar; MacDonald, Victoria-María, “Hispanic, Latino, Chicano, or ‘Other’?: Deconstructing the Relationship between Historians and Hispanic-American Educational History,” History of Education Quarterly 41, no. 3 (Fall 2001), 365–413CrossRefGoogle Scholar; Fallace, Thomas D., “The (Anti-)Ideological Origins of Bernard Bailyn's Education in the Forming of American Society,” History of Education Quarterly 58, no. 3 (Aug. 2018), 315–37CrossRefGoogle Scholar; Herbst, Jurgen, “The History of Education: State of the Art at the Turn of the Century in Europe and North America,” Paedagogica Historica 35, no. 3 (Jan. 1999), 737–47CrossRefGoogle Scholar; and Depaepe, Marc, “A Professionally Relevant History of Education for Teachers: Does It Exist? Reply to Jurgen Herbst's State of the Art Article,” Paedagogica Historica 37, no. 3 (Jan. 2001), 629–40CrossRefGoogle Scholar.

2 Douglas C. Baynton, “Disability and the Justification of Inequality in American History,” in The New Disability History: American Perspectives, ed. Paul K. Longmore and Lauri Umansky (New York: New York University Press, 2001). A few historians have read Baynton. In addition to the articles and books mentioned elsewhere in this introduction's footnotes, it would be wrong of us not to mention Scot Danforth, “Becoming the Rolling Quads: Disability Politics at the University of California, Berkeley, in the 1960s,” History of Education Quarterly 58, no. 4 (Nov. 2018), 506–36. Some earlier work in this journal took up a few aspects of disability history, without perhaps calling it exactly that. See Jinx Roosevelt, “Randolph Bourne: The Education of a Critic–An Interpretation,” History of Education Quarterly 17, no. 3 (Fall 1977), 257–74; Sol Cohen, “The Mental Hygiene Movement, the Development of Personality, and the School: The Medicalization of American Education,” History of Education Quarterly 23, no. 2 (Summer 1983), 123–49; Joseph L. Tropea, “Bureaucratic Order and Special Children: Urban Schools, 1890s-1940s,” History of Education Quarterly 27, no. 1 (Spring 1987), 29–53; Joseph L. Tropea, “Bureaucratic Order and Special Children: Urban Schools, 1950s-1960s,” History of Education Quarterly 27, no. 3 (Fall 1987), 339–61; Steven A. Gelb, “‘Not Simply Bad and Incorrigible’: Science, Morality, and Intellectual Deficiency,” History of Education Quarterly 29, no. 3 (Fall 1989), 359–79; Barry M. Franklin, “Progressivism and Curriculum Differentiation: Special Classes in the Atlanta Public Schools, 1898–1923,” History of Education Quarterly 29, no. 4 (Winter 1989), 571–93; Ernest Freeberg, “‘More Important than a Rabble of Common Kings’: Dr. Howe's Education of Laura Bridgman,” History of Education Quarterly 34, no. 3 (Fall 1994), 305–27; Ruby Heap, “Training Women for a New ‘Women's Profession’: Physiotherapy Education at the University of Toronto, 1917–40,” History of Education Quarterly 35, no. 2 (Summer 1995), 135–58; Robert L. Osgood, “Undermining the Common School Ideal: Intermediate Schools and Ungraded Classes in Boston, 1838–1900,” History of Education Quarterly 37, no. 4 (Winter 1997), 375–98; Ido Weijers, “Educational Initiatives in Mental Retardation in Nineteenth-Century Holland,” History of Education Quarterly 40, no. 4 (Winter 2000), 460–76; Mona Gleason, “Disciplining the Student Body: Schooling and the Construction of Canadian Children's Bodies, 1930–1960,” History of Education Quarterly 41, no. 2 (Summer 2001), 189–215; Sherman Dorn, “Public-Private Symbiosis in Nashville Special Education,” History of Education Quarterly 42, no. 3 (Fall 2002), 368–94; and Stephen Petrina, “The Medicalization of Education: A Historiographic Synthesis,” History of Education Quarterly 46, no. 4 (Winter 2006), 503–31.

3 Baynton, “Disability and the Justification of Inequality,” 52.

4 Bailyn, Education in the Forming of American Society, 9.

5 Barry M. Franklin, “Writing the History of Learning Disabilities: Some First Accounts,” History of Education Quarterly 29, no. 2 (Summer 1989), 286–92. Franklin cites an older essay in which Lazerson makes the same point. Marvin Lazerson, “Educational Institutions and Mental Subnormality: Notes on Writing a History,” in The Mentally Retarded and Society: A Social Science Perspective, ed. Michael J. Begab and Stephen A. Richardson (Baltimore, MD: University Park Press, 1975), 33–52.

6 Catherine J. Kudlick, “Disability History: Why We Need Another ‘Other,’” American Historical Review 108, no. 3 (June 2003), 765.

7 Kudlick, “Disability History: Why We Need Another ‘Other,’” 764–65.

8 Paul K. Longmore and Lauri Umansky, “Introduction: Disability History from the Margins to the Mainstream,” in Longmore and Umansky, The New Disability History, 8.

9 Kudlick, “Disability History: Why We Need Another ‘Other,’” 765.

10 Longmore and Umansky, “Introduction,” 3–4.

11 Richard J. Altenbaugh, “Where Are the Disabled in the History of Education? The Impact of Polio on Sites of Learning,” History of Education 35, no. 6 (Nov. 2006), 705–30. See also Edward A. Janak, Politics, Disability, and Education Reform in the South: The Work of John Eldred Swearingen (New York: Palgrave Macmillan, 2014).

12 Baynton, “Disability and the Justification of Inequality,” 52.

13 Kate Rousmaniere, “Those Who Can't, Teach: The Disabling History of American Educators,” History of Education Quarterly 53, no. 1 (Feb. 2013), 90.

14 Rousmaniere, “Those Who Can't, Teach,” 92.

15 See Kristen Chmielewski, “‘Hopelessly Insane, Some Almost Maniacs’: New York City's War on ‘Unfit’ Teachers,” Paedagogica Historica 54, no. 1-2 (March 2018), 171.

16 Baynton, “Disability and the Justification of Inequality,” 33–34.

17 Rousmaniere, “Those Who Can't, Teach,” 99.

18 Jason Ellis, A Class by Themselves: The Origins of Special Education in Toronto and Beyond (Toronto: University of Toronto Press), 93–94.

19 Beth A. Ferri and David J. Connor, “In the Shadow of Brown: Special Education and Overrepresentation of Students of Color,” Remedial and Special Education 26, no. 2 (March–April 2005), 93–100. For a large-scale Canadian study of income, class, and overrepresentation in special education, see E. N. Wright, “Student's Background and Its Relationship to Class and Programme in School (The Every Student Survey)” (Toronto: Toronto Board of Education Research Department, 1970).

20 Ellis, A Class by Themselves.

21 Baynton, “Disability and the Justification of Inequality,” 34.

22 Adam R. Nelson, “Equity and Special Education: Some Historical Lessons from Boston,” in Clio at the Table: Using History to Inform and Improve Educational Policy, ed. Kenneth K. Wong and Robert Rothman (New York: Peter Lang, 2009), 160–63.

23 Joanna L. Pearce, “’To give light where He made all dark’: Educating the Blind About the Natural World and God in Nineteenth-Century North America,” History of Education Quarterly, 60, no. 3 (Aug. 2020), 295–323.

24 Leanna Duncan, “‘Every One of Them Are Worth It’: Blanche Van Leuven Browne and the Education of the ‘Crippled Child,’” History of Education Quarterly 60, no. 3 (Aug. 2020), 324–350.

25 Baynton, “Disability and the Justification of Inequality,” 34.

26 Education Act, R.S.O. 1990, c E.2, Part X, 264(1)(c) (Can.), https://www.ontario.ca/laws/statute/90e02#BK440.

27 Chmielewski, Kristen, “‘The Important Consideration, After All, Is Disability’: Physical Standards for Teachers in Los Angeles, 1930–1970,” History of Education Quarterly 60, no. 3 (Aug. 2020), 351–379CrossRefGoogle Scholar.

28 Puaca, Laura Micheletti, “Home Economics, ‘Handicapped Homemakers,’ and Postwar America,” History of Education Quarterly 60, no. 3 (Aug. 2020), 380–406CrossRefGoogle Scholar.

29 Ashby, Christine et al. , “Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools,” History of Education Quarterly 60, no. 3 (Aug. 2020), 407–429CrossRefGoogle Scholar.

30 Kudlick, “Disability History: Why We Need Another ‘Other,’” 765.