Sous la responsabilité de Régine Sirota (Université Paris Descartes, CERLIS) et Sylvie Octobre (Ministère de la Culture/Centre Max Weber)
Continuer la lecture de « AàC – “Repenser les inégalités de l’enfance et de la jeunesse en temps de crises”, revue des Sciences sociales »
Jason Ellis et Kate Rousmaniere, Guest Editors
Professor Bailyn, Meet Professor Baynton: The “New Disability History ” of Education
Jason Ellis et Kate Rousmaniere
“To give light where He made all dark”: Educating the Blind about the Natural World and God in Nineteenth Century North America
Joanna L. Pearce
“Every One of Them Are Worth It”: Blanche Van Leuven Browne and the Education of the “CrippledChild”
Leanna Duncan
“The Important Consideration, After All, Is Disability”: Physical Standards for Teachers in Los Angeles, 1930–1970
Kristen Chmielewski
Home Economics, “Handicapped Homemakers,” and Postwar America
Laura Micheletti Puaca
Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools
Christine Ashby, Julia M White, Beth Ferri, Siqi Li et Lauren Ashby
Dispersal, or ‘bussing’, was introduced in England in the early-1960s after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children’s education. It consisted in sending busloads of mostly Asian children to predominantly white suburban schools in an effort to ‘spread the burden’ and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly-bussed pupils decades later.
