ABSTRACT Drawing on the early history of the American School for the Deaf (ASD) as a case study, and the primary records left by school administrators and students alike, this paper demonstrates that the history of childhood and education, when examined through the lens of disability, requires a fresh and critical application of age as a category of analysis. This paper holds that, though age as a category of analysis frequently has been invoked in the history of childhood and education, the range of its invocation has been limited. The following essay explores the tenuous relationship between schooling and age in this nineteenth-century school for the deaf, where at one time students’ ages ranged from 9 to 51 years. This essay discusses how peer relations were negotiated and redefined within this unique scholastic context.

中文翻译：

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终身学习者：重新定义美国早期聋人学校的教育与童年之间的关系

摘要 本文以美国聋人学校 (ASD) 的早期历史作为案例研究，以及学校管理人员和学生留下的原始记录，证明了童年和教育的历史，当通过残疾，需要对年龄作为一种分析类别进行新的和批判性的应用。本文认为，尽管年龄这一分析范畴在童年和教育史上经常被引用，但其引用的范围是有限的。下面的文章探讨了这所 19 世纪聋人学校中学校教育和年龄之间的微妙关系，当时学生的年龄从 9 岁到 51 岁不等。本文讨论了如何在这种独特的学术背景下协商和重新定义同伴关系。