Walking the Line between the Past and the Future: Parents’ Resistance and Commitment to Institutionalization

Carey, Allison C.; Gu, Lucy L.

doi:10.1057/9781137388476_6

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Allison Carey and Lucy Gu summarize the research on the role of parents as advocates for children with disabilities as either casting them "as early advocates who still today fight selflessly for the rights and needs of their children" or as "a barrier to social change, especially insofar as they espouse models of disability rooted in tragedy, medical narratives, and paternalism." 19 Parents' responses in the Elwyn volumes suggest the presence of both types, sometimes even in the same admission form. Generally, as Bill's case indicates, they pursued more education and practical training for their children, sometimes in tension with physicians and superintendents who increasingly focused on custodial care and maintaining the institutional hierarchy.…”

Section: T H E M E D I C a L M O D E L E D U C A T I O N A N D I mentioning

confidence: 99%

Industry, Improvement, and Intellectual Disability: Finding the Hopes and Fears of Parents and Superintendents at the Pennsylvania Training School

Ruswick

Simon²

2018

J. gilded age prog. era

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This article examines late nineteenth-century preadmission records taken at the Pennsylvania Training School in order to better understand the biographical and medical characteristics of persons seeking admission to this prominent school for the “feeble-minded.” It draws on those records to then explore how guardians and the superintendent assessed the likelihood and nature of educational improvement. A pioneering institution for the education of people with intellectual disability, the Training School, generally known as “Elwyn,” kept extensive biographical and etiological records that contain a previously untapped wealth of data. These records offer valuable insight into parents’ understanding of their children's disability, their hopes for improvement, and opinions of what would constitute a successful, productive life. The authors use the records to develop a statistical profile of the characteristics of applicants that superintendent Dr. Martin Barr would deem most likely to improve from instruction, and a similar profile for those deemed incapable of improvement. We situate our analysis of the records within the Gilded Age context of anxieties surrounding the state of public education and worker productivity in an industrial economy. In the field of disability studies, the article adds to our understanding of how superintendents constructed and applied the “medical model” of disability and its tension with the lived social experience of disability.

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Section: T H E M E D I C a L M O D E L E D U C A T I O N A N D I mentioning

confidence: 99%

Industry, Improvement, and Intellectual Disability: Finding the Hopes and Fears of Parents and Superintendents at the Pennsylvania Training School

Ruswick

Simon²

2018

J. gilded age prog. era

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“…Following the example of more recent scholarship that provides historical interrogation of the relationship between families, institutionalization, and the state (Carey & Gu, 2014;Chupik & Wright, 2006;Malacrida, 2015;Panitch, 2008), and based on research that explores the impact of institutionalization on family relationships and understandings of disability (Burghardt, 2014), this paper draws from survivor narratives to explore the alienation and abandonment that survivors experienced as a result of having been institutionalized. Further, it interrogates the connection between survivors' experiences and the function of their alienation in the workings of a capitalist system.…”

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confidence: 99%

Institutional Survivorship: Abandonment and the “Machinery of the Establishment”

Burghardt

2017

CJDS

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Institutions are a central and painful feature in the historical record of the treatment of people with intellectual disabilities in Canada. To date, scholarly work has provided a robust understanding of the multiple intersecting factors and "political rationalities" (Chapman, 2014) that have contributed to institutions' development, including their relationship with capitalism's "exploitative social relations of production and consumption" (Erevelles, 2014, para. 6). Accounts from institutional survivors that describe the direct and lived experience of institutionalization have begun to emerge in Canadian disability studies and historical canons. Based on research that examined the impact of institutionalization on families, this paper draws from survivor narratives to explore the alienation and abandonment that survivors experienced as a result of having been institutionalized. It interrogates the connection between survivors' experiences and the function of their alienation in the workings of a capitalist system. Additionally, this paper addresses some of the historical, social and political conditions of the time and place of concern (post World War II Ontario), and discusses how those conditions created a discourse of persuasion in the institutionalization of children with intellectual disabilities.

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“Parent Advocacy” as an Ideological Code: LGBTQ Parents Engage with Disability Services

Gibson¹

2018

Journal of Progressive Human Services

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Walking the Line between the Past and the Future: Parents’ Resistance and Commitment to Institutionalization

Cited by 3 publications

References 5 publications

Industry, Improvement, and Intellectual Disability: Finding the Hopes and Fears of Parents and Superintendents at the Pennsylvania Training School

Industry, Improvement, and Intellectual Disability: Finding the Hopes and Fears of Parents and Superintendents at the Pennsylvania Training School

Institutional Survivorship: Abandonment and the “Machinery of the Establishment”

“Parent Advocacy” as an Ideological Code: LGBTQ Parents Engage with Disability Services

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