Barden, Owen (2019) A Cultural History of Learning Difficulties in the Modern Age. In: A Cultural History of Disability in the Modern Age. Bloomsbury. (Accepted for Publication)
Full text not available from this repository. (Request a copy)Abstract
My thesis in this chapter is threefold. Firstly, I contend that “Learning Difficulties” as we now understand them are a phenomenon created by certain contingent discursive formations. That is to say that they are not natural, but manufactured, and dependent on particular, peculiar historical conditions. Secondly, that “Learning Difficulties” is an organizing concept: one which has, over the course of the 20th and 21st-centuries, irrespective of the shifting signifying terminology used over this period, radically transformed our sense not only of education and learning, but also of who is or is not deemed entitled to full citizenship and the associated rights, and so who is or is not fully human. Thirdly, that a regime of truth has been constructed around “Learning Difficulties” which privileges certain knowledges and excludes alternative ways of knowing, most notably those of people labelled with Learning Difficulties.
| Item Type: | Book Section |
|---|---|
| Keywords: | disability, history, foucault, power, learning difficulties |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Owen Barden |
| Date Deposited: | 19 Dec 2018 13:35 |
| Last Modified: | 12 Feb 2021 14:08 |
| URI: | https://hira.hope.ac.uk/id/eprint/2735 |
Actions (login required)
 |
View Item |
Altmetric
Altmetric
