A full account of Dr. Jean-Marc Itard's work, in the early 1800s, with Victor, who had lived wild for twelve years, and of the resulting educational, psychological, anthropological, and philosophical controversies and changes.
This book explores the dynamic interaction between art and the sign language of the deaf in France from the philsopheRs to the introduction of the sound motion picture. Nicholas Mirzoeff shows how the French Revolution transformed the ancienT regime metaphor of painting as silent poetry into a nineteenth-century school of over one hundred deaf artists. Painters, sculptors, photographers, and graphic artists all emanated from the Institute for the Deaf in Paris, playing a central role in the vibrant deaf culture of the period. With the rise of Darwinism, eugenics, and race science, however, the deaf found themselves categorized as "savages," excluded and ignored by the hearing. This book is concerned with the process and history of that marginalization, the constitution of a "center" from which the abnormal could be excluded, and the vital role of visual culture within this discourse. Based on groundbreaking archival and pictorial research, Mirzoeff's exciting and intertextual analysis of what he terms the "silent screen of deafness" produces an alternative hIstory of nineteenth-century art that challenges canonical view of the history of art, the inheritance of the Enlightenment, and the functions, status, and meanings of visual culture itself. Fusing methodologies from cultural studies, poststructuralism and art history, his study will be important for students and scholars of art history, cultural and deaf studies, and the history of medicine, and will interest a general audience concerned with the relationship of the deaf and the larger society. Nicholas Mirzoeff is Assistant Professor of Art History at the University of Wisconsin. Originally published in 1995. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.