Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis

Magnusson, Liya Kalinnikova; Walton, Elizabeth

doi:10.1080/03057925.2021.1932421

Cited by 11 publications

(4 citation statements)

References 31 publications

(35 reference statements)

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“…Implementation strategies from higher-income countries have increasingly proved to be irrelevant to lower-income countries (Kalyanpur 2016). Inclusive education, as exported from the Global North, has often ignored critical and complex issues related to society, cultures and histories, including the multiple factors that lead to exclusion in schools (Kalinnikova Magnusson and Walton 2021;Muthukrishna and Engelbrecht 2018), An analysis of inclusive education in a global South context that uses complexity theory offers an understanding of the imbrication of these complex issues and multiple factors.…”

Section: Approach and Methodologymentioning

confidence: 99%

Inclusive education in South Africa: path dependencies and emergences

Walton

Engelbrecht

2022

International Journal of Inclusive Education

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Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative deductive content analysis of South African laws, policies, reports and scholarly literature, we explore three path dependencies from colonial/apartheid times that lock the country into historical patterns of categorisation and segregated schooling. These operate alongside the emergence of new and inclusive practices by actors at a system-wide and local level, made possible by inputs into the policy ecology. South Africa represents a complex, contradictory educational environment that confounds the expectation of linear progression towards greater inclusivity. Instead of identifying barriers to inclusive education, we argue for a nuanced understanding of the imbrications of historical investments and drivers of inequality, with policy possibilities and the impetus for transformation among system actors.

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Section: Approach and Methodologymentioning

confidence: 99%

Inclusive education in South Africa: path dependencies and emergences

Walton

Engelbrecht

2022

International Journal of Inclusive Education

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“…The Research Institute of Defectology took full responsibility for this renaming, while neglecting to consider contrary opinions from the contemporary Russian research community. This demonstrated the power of the RID and its continuing 'non-conventional' hegemony in Russian science (Nazarova, 2008;Kalinnikova Magnusson & Walton, 2021).…”

Section: Unfinished Experimentation: a Transition To A New Experimentationmentioning

confidence: 99%

Education laboratories in 'education for all' in Russia: from Lenin to Putin

Magnusson

2021

REEC

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Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, performed strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make text analysis (as a primary source) of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, case data, etc., were collected from the historic and current sources, such as peer reviewed publications, governmental statistics, state archives, etc. The research questions of the study are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of ‘education for all’ retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented cross the time? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and Unfinished experimentation: disrupting the pattern. The themes are supported by the sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.[1] The author

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“…As society grows more reliant on scientific and technical advances, it is imperative that all individuals have the opportunity to establish a firm foundation in scientific knowledge and abilities (Cumhur et al, 2021;Humm & Schrögel, 2020). Ensuring that children with disabilities have access to a high-quality science education is not only crucial for their personal growth and development, but also promotes fairness and inclusion in the larger educational setting (Magnusson & Walton, 2021).…”

Section: Introductionmentioning

confidence: 99%

Examining the implementations related to teaching science to students with disabilities

Kryukova

Rastorgueva

Popova

et al. 2023

EURASIA J Math Sci Tech Ed

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This study presents a systematic review of research on teaching science to children with disabilities, highlighting the significance of providing a high-quality science education to promote equity and inclusion. Science education enables students to investigate the natural world, cultivate critical thinking, and solve problems. Teaching science to children with disabilities presents unique challenges, including diverse learning requirements, the availability of resources, and effective teaching practices. This review seeks to investigate the Scopus database’s literature, identify patterns, trends, and knowledge gaps, and identify potential areas for future research, ultimately contributing to a more inclusive, scientifically driven society. Initial screening of 420 publications based on predetermined criteria resulted in the selection of 50 publications. 18 publications were declared appropriate for inclusion in the study after a thorough review of their full texts. This qualitative research study conducted an in-depth examination and content analysis of selected articles to identify research-relevant themes. The studies were categorized under four major headings based on their interventions and practices, allowing for a thorough comprehension and comparison of the various approaches and strategies utilized. Various studies have examined the effectiveness of technological tools, approaches, and strategies to improve science and related subject learning outcomes for children with disabilities, according to their findings. The research highlights the significance of adapting pedagogical strategies and materials to the unique circumstances of each student and employing a variety of research methodologies to gain insight into diverse educational settings. Researchers can refine educational practices by customizing educational interventions and employing multiple data collection instruments, thereby ensuring inclusive and productive learning experiences for all students.

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Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis

Cited by 11 publications

References 31 publications

Inclusive education in South Africa: path dependencies and emergences

Inclusive education in South Africa: path dependencies and emergences

Education laboratories in 'education for all' in Russia: from Lenin to Putin

Examining the implementations related to teaching science to students with disabilities

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