Historicising inclusion: how science curricular differentiation produced populations of concern in the United States and West Germany (1960s–1980s).
This article explores how the sorting and separating of pupils into entangled categories of social/cultural disadvantage and disability in the 1960s through the 1980s created populations of concern. Even though the United States and Germany are typically contrasted in their approaches to inclusive e...
| Published in: | Paedagogica Historica Vol. 59; no. 1; pp. 124 - 145 |
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| Main Authors: | , |
| Format: | Article |
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Taylor & Francis Ltd
Feb2023
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=161468735&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 161468735 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Feb2023 vid: 59 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 161468735 10.1080/00309230.2022.2089857 ppf: 124 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 442KB tig: atl: Historicising inclusion: how science curricular differentiation produced populations of concern in the United States and West Germany (1960s–1980s). aug: au: Kirchgasler, Kathryn L. Kuhlmann, Nele affil: Curriculum & Instruction, University of Wisconsin–Madison, Madison, Wisconsin, USA Educational Science, Friedrich Schiller University Jena, Jena, Germany su: Science education Inclusive education Curriculum Special education United States Germany sug: subj: United States Germany Science education Inclusive education Curriculum Special education keyword: affect curricular differentiation Disability history science education social disadvantage special education ab: This article explores how the sorting and separating of pupils into entangled categories of social/cultural disadvantage and disability in the 1960s through the 1980s created populations of concern. Even though the United States and Germany are typically contrasted in their approaches to inclusive education, a new scientisation of the "social" had similar effects in both countries. While inclusion is usually presumed as the opposite of segregation, we examine how distinct curricula – often administered in separate classrooms or schools – became deemed essential to prepare target populations for eventual inclusion. In the United States, demands for desegregation and mainstreaming were met in part with the design of curricula and instructional strategies for populations marked by categories of disability and/or cultural disadvantage. In West Germany, similar pedagogies appeared in materials designed for special and lower-track schools aimed at pupils classified as learning disabled and/or socio-culturally disadvantaged. Drawing on archival analysis of research journals, reports, and curricular materials from both countries, we examine how science pedagogies constituted social/cultural disadvantage and/or disability as a type of learner with limited experiences requiring compensation and emotional needs requiring affective calibration. Similar practices produced these populations of concern, enclosing them in a pre-scholastic intervention space and prescribing targeted strategies as necessary for their integration as healthy, responsible citizens. At stake is understanding how curricular differentiation directed to previously excluded groups can generate new subdivisions of the social – authorising separate (and unequally positioned) instruction in the name of inclusion. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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