Le sauvage, le sourd-muet et l’enfant ordinaire
I In the aftermath of the French Revolution, the model of an école normale emerged, alongside other pedagogical models for children whose needs the mainstream schools failed to address. Roch-Ambroise Cucurron Sicard, the first Director of the Institut national des Sourds-Muets [National Institute fo...
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| Format: | Article |
| Language: | English |
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Éditions de la Sorbonne
2021-09-01
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| Series: | Revue d’Histoire des Sciences Humaines |
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| Online Access: | http://journals.openedition.org/rhsh/5830 |
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| author | Sabine Arnaud |
| author_facet | Sabine Arnaud |
| author_sort | Sabine Arnaud |
| collection | DOAJ |
| description | I In the aftermath of the French Revolution, the model of an école normale emerged, alongside other pedagogical models for children whose needs the mainstream schools failed to address. Roch-Ambroise Cucurron Sicard, the first Director of the Institut national des Sourds-Muets [National Institute for the Deaf and Mute], and Jean-Marc Gaspard Itard, a doctor at this Institute, undertook to educate children: Massieu (the most famous among Sicard’s mentees), and Victor, respectively, each of whom became emblematic cases. Categories that would soon play a strategic role in the understanding of childhood and in educational policy began to crystallise at this time: the ordinary child, the wild child, the deaf-mute child, and the idiot child. This article examines how the experts’ uses of these categories lent epistemological and political weight to the definition of normality. |
| format | Article |
| id | doaj-art-11482a970b784db697fc562f29cced24 |
| institution | Kabale University |
| issn | 1963-1022 |
| language | English |
| publishDate | 2021-09-01 |
| publisher | Éditions de la Sorbonne |
| record_format | Article |
| series | Revue d’Histoire des Sciences Humaines |
| spelling | doaj-art-11482a970b784db697fc562f29cced242025-08-20T03:54:11ZengÉditions de la SorbonneRevue d’Histoire des Sciences Humaines1963-10222021-09-01388910310.4000/rhsh.5830Le sauvage, le sourd-muet et l’enfant ordinaireSabine ArnaudI In the aftermath of the French Revolution, the model of an école normale emerged, alongside other pedagogical models for children whose needs the mainstream schools failed to address. Roch-Ambroise Cucurron Sicard, the first Director of the Institut national des Sourds-Muets [National Institute for the Deaf and Mute], and Jean-Marc Gaspard Itard, a doctor at this Institute, undertook to educate children: Massieu (the most famous among Sicard’s mentees), and Victor, respectively, each of whom became emblematic cases. Categories that would soon play a strategic role in the understanding of childhood and in educational policy began to crystallise at this time: the ordinary child, the wild child, the deaf-mute child, and the idiot child. This article examines how the experts’ uses of these categories lent epistemological and political weight to the definition of normality.http://journals.openedition.org/rhsh/5830deafidiotabnormaltherapeutic hygieneSicard |
| spellingShingle | Sabine Arnaud Le sauvage, le sourd-muet et l’enfant ordinaire Revue d’Histoire des Sciences Humaines deaf idiot abnormal therapeutic hygiene Sicard |
| title | Le sauvage, le sourd-muet et l’enfant ordinaire |
| title_full | Le sauvage, le sourd-muet et l’enfant ordinaire |
| title_fullStr | Le sauvage, le sourd-muet et l’enfant ordinaire |
| title_full_unstemmed | Le sauvage, le sourd-muet et l’enfant ordinaire |
| title_short | Le sauvage, le sourd-muet et l’enfant ordinaire |
| title_sort | le sauvage le sourd muet et l enfant ordinaire |
| topic | deaf idiot abnormal therapeutic hygiene Sicard |
| url | http://journals.openedition.org/rhsh/5830 |
| work_keys_str_mv | AT sabinearnaud lesauvagelesourdmuetetlenfantordinaire |