The epistemological model of disability, and its role in understanding passive exclusion in eighteenth and nineteenth century protestant educational asylums

Hayhoe, S. (2016) The epistemological model of disability, and its role in understanding passive exclusion in eighteenth and nineteenth century protestant educational asylums. International Journal of Christianity & Education, 20 (1). pp. 49-66. ISSN 2056-9971.

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Abstract

This article examines how the process of constructing knowledge on impairment has affected the institutional construction of an ethic of disability. Its primary finding is that the process of creating knowledge in a number of historical contexts was influenced more by traditions and the biases of philosophers and educators in order to signify moral and intellectual superiority, than by a desire to improve the lives of disabled people through education. The article illustrates this epistemological process in a case study of the development of Protestant asylums in the latter years of the nineteenth century.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0161 Mind and body
B Philosophy. Psychology. Religion > BX Christian Denominations > BX4800 Protestantism
D History General and Old World > D History (General) > D0204 Modern history, 1453- > D0284 1715-1789. 18th century
D History General and Old World > D History (General) > D0204 Modern history, 1453- > D0299 1789- > D0351 19th century. 1801-1914
H Social Sciences > HM Sociology > HM1001 Social psychology > HM1041 Social perception. Social cognition
J Political Science
L Education > LA History of education
Divisions: Faculty of Education > School of Childhood and Education Sciences
Related URLs:
Depositing User: Simon Hayhoe
Date Deposited: 31 Mar 2016 08:07
Last Modified: 02 Oct 2016 09:44
URI: https://create.canterbury.ac.uk/id/eprint/14094

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Last edited: 29/06/2016 12:23:00