Dutch special education schools for children with learning disabilities in the interwar period.
In this article Copeland’s model of visualising the classification of children with learning disabilities is applied in examining the development of special education schools in the Netherlands during the interwar period. Central are three intertwined social practices: the teacher’s professionalism...
| Publicado en: | Paedagogica Historica Vol. 47; no. 6; pp. 805 - 825 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=67079922&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 67079922 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Dec2011 vid: 47 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 67079922 10.1080/00309230.2011.621203 ppf: 805 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 201KB tig: atl: Dutch special education schools for children with learning disabilities in the interwar period. aug: au: van Drenth, Annemieke van Essen, Mineke affil: Clinical Child and Adolescent Studies, Department of Education, Leiden University Pedagogy and Educational Sciences, University of Groningen, The Netherlands su: Special education Education of children with learning disabilities Special education teachers Professionalism Social segmentation Social structure Education of people with learning disabilities Netherlands sug: subj: Netherlands Special education Education of children with learning disabilities Special education teachers Professionalism Social segmentation Social structure Education of people with learning disabilities keyword: classification gender learning disabilities pillarisation professionalism special education schools special education teachers ab: In this article Copeland’s model of visualising the classification of children with learning disabilities is applied in examining the development of special education schools in the Netherlands during the interwar period. Central are three intertwined social practices: the teacher’s professionalism (in pedagogic and practical concerns), the expert’s knowledge (in theory, research and practical advice) and the pillarised social structure that is typical in the Dutch case. Moreover, gender is added as a central category because of its crucial intermediating role in the Dutch developments. In order to understand the interaction between these practices and the denominational structure, the professional identity of male and female teachers in special education classes and schools is studied in relation to the religious stratification within the domain of special education. In the conclusion the gendered professionalism within special education schools is related to the status of expert knowledge and the involvement of an increasing number of women, in particular Catholic nuns, in schools for children with learning disabilities in the Netherlands in between the two world wars. 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: 2011 holdings: @attributes: islocal: N |
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