Inclusive Education in Today’s Russia: Room for Manoeuvre

Elena Iarskaia-Smirnova and Aleksandra Goriainova

Europe-Asia Studies, 2022, vol. 74, issue 3, 426-448

Abstract: The development of regulatory frameworks has accelerated in Russia after the ratification of the UN Convention on the Rights of Persons with Disabilities in 2012. Using public opinion poll data and interviews with school administrators, teachers, assistants and parents, the authors show the challenges of moving towards inclusive education in contemporary Russia. The development of an inclusive school culture is analysed at the levels of artefacts, values and assumptions. Attempts to forge an inclusive culture do not always go smoothly; unexpected consequences occur, including open and hidden resistance and conflicts between children, parents and teachers. Meanwhile, the external context threatens the sustainability of inclusion.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09668136.2021.1918062 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:ceasxx:v:74:y:2022:i:3:p:426-448

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/ceas20

DOI: 10.1080/09668136.2021.1918062

Access Statistics for this article

Europe-Asia Studies is currently edited by Terry Cox

More articles in Europe-Asia Studies from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().