Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900

ABSTRACT

Using the example of German special education, and the theoretical perspective of functional systems, this article shows the intertwined nature of various social processes in the formation of special education. In Germany, education in schools has been an issue of state control since the end of the 19^th century, when a multi-tiered school system was established. This has been accompanied by internal selective operations within the evolutionary educational system, referring to stratificational differentiation of society in the beginning and tackled by expert and professional knowledge later on. Over time, we see dynamics in understanding special education, special educators, and special schools. The dynamics result from negotiations of several actors within historically contingent frames. Professional associations can significantly impact political decisions and public opinion to advance differentiation, i.e. making the special education project. Moreover, the relationship between practical expertise and academic knowledge is essential. Here, academic knowledge must not at all be superior and a driver of differentiation. Finally, building an organization is very important for the profession to process its task. The formation of special education can consequently only be thought of with the historical building of special schools.

KEYWORDS:

• Special education
• differentiation
• Germany
• Profession

Disclosure statement

No potential conflict of interest was reported by the author(s).