From record keeping to a new knowledge regime: the special school pupil as a new pedagogical object in Prussia around 1900

• Vera Moser ^[2] ; Jona T. Garz ^[1] ; Stefanie Frenz ^[3]
  1. [1] University of Zurich

     University of Zurich

     Zürich, Suiza

     
  2. [2] Goethe-University, Frankfurt, Germany
  3. [3] Humboldt-University, Berlin, Germany

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• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 60, Nº. 3, 2024 (Ejemplar dedicado a: Researching Narratives in History of Education), págs. 494-512
• Idioma: inglés
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  • The history of the Hilfsschule (special school) is contested andmultifaceted. For the German context, most research to date hasfocused on institutions or professional pioneers in special educa-tion. This paper, through a “New Historicism” perspective, asks howa group of pupils, described as “retarded”, could become a newpedagogical object within a discourse among teachers, psychiatrists,school doctors and local administrations at the end of the nineteenthcentury. Linking national and local discourses, this paper analyses theemergence of the special school pupil (Hilfsschulkind) in Germanywithin a broader discourse of educability as well as through knowl-edge practices, namely record-keeping systems.