Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis

Autor/inn/en	Kalinnikova Magnusson, Liya; Walton, Elizabeth
Titel	Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 3, S.488-505 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalinnikova Magnusson, Liya) ORCID (Walton, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1932421
Schlagwörter	Special Education; Educational History; Cross Cultural Studies; Historiography; Social Systems; Ideology; Inclusion; Social Change; Racial Segregation; Educational Change; Foreign Countries; Race; Racial Discrimination; Authoritarianism; Educational Policy; Policy Analysis; Russia; South Africa + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Cultural comparison; Kulturvergleich; Geschichtsschreibung; Social system; Soziales System; Ideologie; Inklusion; Sozialer Wandel; Rassentrennung; Bildungsreform; Ausland; Rasse; Abstammung; Racial bias; Rassismus; Autoritarismus; Politics of education; Bildungspolitik; Politikfeldanalyse; Russland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies, and we argue for greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01