Vol. 11 No. 2 (2024)
Non-Monographic Section Articles

Disability, emotions and literature from positivism to fascism

Anna Debè
Università Cattolica del Sacro Cuore, Milano, Italia
Simonetta Polenghi
Università Cattolica del Sacro Cuore, Milano, Italia

Published 2024-12-29

Keywords

  • history of emotions,
  • history of disability,
  • children's literature,
  • school textbooks,
  • Italy,
  • 1880-1940
  • ...More
    Less

How to Cite

Debè, A., & Polenghi, S. (2024). Disability, emotions and literature from positivism to fascism . Rivista Di Storia dell’Educazione, 11(2), 3–15. https://doi.org/10.36253/rse-16424

Abstract

The paper explores the ways in which disabled persons were represented in Italy between the end of the XIX century and the fascist era in some of the most important children’s literature, school textbooks and magazines, paying particular attention to the adjectives used to described them, thus seeing which emotions were stirred in readers. With regard to physical deformity, whereas in adult literature the prevailing emotions seem to have been loathing and disgust, the feelings elicited by children’s literature – such as the book Heart (De Amicis 1886) – were pity and solidarity. Concerning the magazines, secular ones associated with private institutes for the disabled (e.g. Il nuovo Presagio by the Pious Institute for rickets sufferers in Milan) stimulated philanthropic feelings among possible donors. Differently, the Catholic magazines (e.g. Giulio Tarra published by the Institute for deaf-mutes and La Beneficenza by the Institute for mentally impaired, both from Milan) highlighted the mocking and contempt disabled children had to endure. Either a response of secular solidarity or Christian charity was urged, both in preaching tones. A different emphasis emerged with WW1. Propaganda both during and after the war depicted the wounded body as possessing the highest level of dignity. This idea was stressed in both schoolbooks and children’s literature and children born disabled were also afforded a new respect. Consequently, we will show how disabled children and the war invalids were depicted in schoolbooks of the 1930s, stressing their dignity and avoiding paternalistic language, instead replacing it with fascist and nationalistic rhetoric.

References

  1. Bacigalupi, Marcella, e Piero Fossati. 1986. Da plebe a popolo. L’educazione popolare nei libri di scuola dall’unità d’Italia alla repubblica. Scandicci: La Nuova Italia.
  2. Badanelli Rubio, Ana, e Kira Mahamud Angulo. 2015. “Entre la ruptura y la continuidad de esquemas socioemocionales en los libros de lectura de la escuela primaria en el tardofranquismo (1959-1975).” Historia y Memoria de la Educación 2: 125-60.
  3. Boddice, Rob. 2018. The history of emotions. Manchester: Manchester University Press.
  4. Bracco, Barbara. 2012. La patria ferita. I corpi dei soldati italiani e la Grande Guerra. Firenze: Giunti.
  5. Carli, Alberto. 2013. “I bambini di Gaetano Pini. Letteratura popolare e beneficenza a Milano fra le pagine del ‘Nuovo Presagio’.” Otto/Novecento 3: 31-58.
  6. Castelli, Maria Teresa. 1983. Il Pio Istituto sordomuti di Milano. Cenni storici. Milano: NED.
  7. Debè, Anna, e Simonetta Polenghi. 2016. “Assistance and education of mutilated soldiers of World War I. The Italian case.” History of Education & Children’s Literature XI (2): 227-46.
  8. Debè, Anna. 2014. «Fatti per arte parlanti». Don Giulio Tarra e l’educazione dei sordomuti nella seconda metà dell’Ottocento. Milano: EDUCatt.
  9. Debè, Anna. 2017. “Educare gli anormali nella Milano di inizio Novecento: l’esperienza dell’Istituto San Vincenzo.” Rivista Formazione, Lavoro, Persona VII (20): 149-57.
  10. Dodman, Thomas. 2021. “Theories and methods in the history of Emotions.” In Sources for the history of emotions: a guide, a cura di Katie Barclay, Sharon Crozier-De Ros e Peter N. Stearns, 15-25. London, New York: Routledge.
  11. Escolano Benito, Agustín. 2018. Emociones & Educación: La construcción histórica de la educación emocional. Madrid: Visión.
  12. Fabi, Lucio. 2005. Enrico Toti: una storia tra mito e realtà. Cremona: Persico.
  13. Fusina, Francesca. 2008. “Il Pio Istituto sordomuti poveri di campagna di Milano e don Giulio Tarra (1854-1889).” In L’educazione dei sordomuti nell’Italia dell’800. Istituzioni, metodi, proposte formative, a cura di Roberto Sani, 251-92. Torino: SEI.
  14. Gentile, Emilio. 1993. Il culto del littorio: la sacralizzazione della politica nell’Italia fascista. Roma-Bari: Laterza.
  15. Gibelli, Antonio. 2005. Il popolo bambino. Infanzia e nazione dalla grande guerra a Salò. Torino: Einaudi.
  16. Kienitz, Sabine. 2008. Beschädigte Helden: Kriegsinvalidität und Körperbilder 1914-1923. Paderborn: Ferdinand Schöningh Verlag.
  17. Labanca, Nicola, cur. 2016. Guerra e disabilità. Mutilati e invalidi italiani e primo conflitto mondiale. Milano: Unicopli.
  18. Lachal, René-Claude. 1974. “L’infirme dans la litterature italienne destinée a l’enfance et a la jeunesse. Analyse typologique de 57 oeuvres.” Enfance 27 (3-5): 287-312.
  19. Lachal, René-Claude. 1983. “L’infirme dans la littérature narrative italienne destinée à la jeunesse aux XIXème et XXème siècles.” Thèse de doctorat en études italiennes sous la direction de Jean Rouchette, Université de Bordeaux 3.
  20. McAlister, Jodi. 2022. “Literature, Film and TV.” In The Routledge History of Emotions in the Modern World, a cura di Katie Barclay e Peter N. Stearns, 360-73. London: Routledge.
  21. Morandini, Maria Cristina. 2012. “Tra educazione e assistenza: la scuola speciale per ragazzi rachitici di Torino.” History of Education and Children’s Literature VII (2): 241-57.
  22. Mosso, Mimì. 1925. I tempi del Cuore. Vita e lettere di Edmondo De Amicis a Emilio Treves. Milano: Mondadori.
  23. Neuendorf, Mark. 2021. “Emotions and the body.” In Sources for the history of emotions: a guide, a cura di Katie Barclay, Sharon Crozier-De Ros e Peter N. Stearns, 224-39. London, New York: Routledge.
  24. Nobile, Angelo. 2009. “Cuore” in 120 anni di critica deamicisiana. Roma: Aracne.
  25. Pacelli, Silvia. 2022. “Disability representation and children’s literature: the supercrip rhetoric.” Italian Journal of Special Education for Inclusion X (1): 283‐90.
  26. Pacelli, Silvia. 2024 [in press]. Figure della diversità. La rappresentazione della disabilità nella letteratura per l’infanzia italiana dal Risorgimento a oggi. Milano: FrancoAngeli.
  27. Parkes, Simon. 2013. “Wooden Legs and Tales of Sorrow Done: the literary Broken Soldier of the Late Eighteenth Century.” Journal for Eighteenth-Century Studies 36 (2): 191-207.
  28. Plamper, Jan. 20172 (prima edizione in tedesco del 2012). The history of emotions. An introduction. Oxford: Oxford Univ. Press.
  29. Polenghi, Simonetta. 2009. Educating the cripples. The Pious Institute for rickets sufferers of Milan and its transformations (1874-1937). Macerata: EUM.
  30. Polenghi, Simonetta. 2020. “Educating the ‘New Man’ in Italian Schools during the Fascist Era. Children’s Education through Traditional and Totalitarian Models in Images and Texts of Schoolbooks.” Historia Scholastica 6 (1): 7-28.
  31. Rosenwein, Barbara H. 2006. Emotional communities in the early Middle Ages. Ithaca, New York: Cornell Univ. Press.
  32. Rosenwein, Barbara H., e Riccardo Cristiani. 2018. What is the History of Emotions? Cambridge, UK: Polity Press.
  33. Sabbatucci, Giovanni. 1999. “La vittoria mutilata.” In Miti e storia dell’Italia unita, a cura di Giovanni Belardelli, Luciano Cafagna, Ernesto Galli della Loggia e Giovanni Sabbatucci, 101-6. Bologna: il Mulino.
  34. Salvante, Martina. 2013. “Italian Disabled Veterans between Experience and Representation.” In Men After War, a cura di Stephen McVeigh e Nicola Cooper, 11-129. London: Routledge.
  35. Sani, Roberto, cur. 2008. L’educazione dei sordomuti nell’Italia dell’800. Istituzioni, metodi, proposte formative. Torino: SEI.
  36. Scheer, Monique. 2012. “Are Emotions a Kind of Practice (And Is That What Makes Them Have a History)? Bourdieuian Approach to Understanding Emotion.” History and Theory 51 (2): 193-220.
  37. Schianchi, Matteo. 2019. Il debito simbolico. Una storia sociale della disabilità in Italia tra Otto e Novecento. Roma: Carocci.
  38. Schianchi, Matteo. 2020. “Due studi, ancora pionieristici, sulla disabilità nella cultura popolare e nella letteratura per l’infanzia.” Rivista di Storia dell’Educazione 7 (1): 19-29.
  39. Sobe, Noah W. 2012. “Researching emotion and affect in the history of education.” History of Education: Journal of the History of Education Society 41 (5): 689-95.
  40. Somoza Rodríguez, Miguel, Kira Mahamud Angulo, e Heloisa H. Pimenta Rocha, cur. 2015. “La transmisión de emociones y sentimientos. Subjetividad y socialización.” Historia y Memoria de la Educación, 1 (2).
  41. Stearns, Peter N. 2014. “Modern Patterns in Emotions History.” In Doing Emotions History, a cura di Susan J. Matt e Peter N. Stearns, 17-40. Urbana: University of Illinois Press.
  42. Stoddard Holmes, Martha. 2004. Fictions of Affliction: Physical Disability in Victorian Culture. Ann Arbor MI: University of Michigan Press.
  43. Toro-Blanco, Pablo. 2020. “History of Education and Emotions.” Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1464. Ultimo accesso: 30 luglio 2024.
  44. Traversetti, Bruno. 1991. Introduzione a De Amicis. Bari: Laterza.
  45. Turner, David M. 2016. “Disability history and the history of emotions: reflections on eighteenth-century Britain.” Asclepio 68 (2): 146.
  46. Vanin, Monica. 2009. Dalla parte degli ultimi. L’Istituto San Vincenzo di Milano-Monza. Un secolo di fedeltà, una storia ambrosiana. Milano: NED.