Abstract / Description of output
The majority of research on inclusion in Russian education equating inclusion to special needs education demonstrates the development of inclusive education in Russia by explaining that the 2012 legal amendment ‘About Education in the Russian Federation’ connects the inclusive education of children with ‘health problems’ (Kirillova, Rev Eur Stud 7:31–37, 2015). We argue that this understanding of inclusion is far too narrow, as it fails to grasp some of the issues relating to globalised economies and education systems such as race, ethnicity, gender, language, social class. This conceptual chapter is grounded in critical studies of inclusion in education and in critical studies on globalisation in education and contests the different meanings of inclusion within Russian education. We show how different meanings of the concept are constructed through analysing supranational reports from the European Union, national legislation on education, and a regional case study from Yekaterinburg. We demonstrate that it is important for all actors within Russian education to be aware of ideological biases and not to fall into the trap of impositions in terms of how inclusion is described and represented. In arguing for a sociological approach towards inclusion and globalisation in Russian education we discuss relevant implications and steps forward for teachers, educators and policymakers at the end of the chapter.
Original language | English |
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Title of host publication | Fourth International Handbook of Globalisation, Education and Policy Research |
Editors | Joseph Zajda |
Publisher | Springer |
Pages | 837-853 |
Number of pages | 16 |
Edition | 1st |
ISBN (Electronic) | 9783031676673 |
ISBN (Print) | 9783031676666, 9783031676697 |
DOIs | |
Publication status | Published - 5 Dec 2024 |
Keywords / Materials (for Non-textual outputs)
- academic achievement
- culture
- curriculum
- education policies
- globalisation
- ideological biases
- inclusive education
- The Russian Federation