While the 19th century put children in school, the first half of the 20th focused on those who didn’t go. Whether described as mentally retarded, delinquent, orphaned, insane or in moral danger, children on the margins of society experienced the development of an institutional edifice which, between the beginning of the century and the end of the 1960s, gradually acquired material consistency and ideological unification. By examining the trajectory and work of Fernand Deligny (1913-1996), a schoolteacher, educator and writer, this book aims to retrace this history. Without limiting itself to the legislative innovations that marked the period or to the founding protagonists, it seeks to shed light on the ideological evolutions that underpin this development. Looking back at the alliances, oppositions and confrontations between the prominent figures of this period, this philosophical investigation aims to better situate Deligny’s place and shed new light on two concepts at the heart o…
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