Historical Context, Professional Authority, and Discourses of Risk: Child Guidance and Special Education.

Compares the problem of social maladjustment addressed during the child guidance movement in the 1920s-30s with the issue of minority overrepresentation beginning in the 1960s. Both exhibit similarities as discourses of educational risk shaping the conception of problems facing youth and influencing professional intervention. The paper examines contrast in the directional fate of each. (Contains references.) (SM)