ATYPICAL CORPOREALITY AS A SOCIAL CONSTRUCT AND THE INCLUSION PROBLEM IN THE RUSSIAN EDUCATION SYSTEM

2021 ◽  
pp. 116-125
Author(s):  
Natalia A. Lukianova ◽  
◽  
Anna A. Shavlohova ◽  
Elena V. Fell ◽  
◽  
...  
Keyword(s):  
Social Construction ◽  
Inclusive Education ◽  
Education System ◽  
The Body ◽  
Social Model ◽  
Inclusion Problem ◽  
Educational Practices ◽  
The Social ◽  
Wide Range ◽  
Russian Education

The article deals with the issue of stereotyping disability in Russia and the Russian education system. As educators make attempts to ensure that people with disabilities begin to access quality education in Russia, results often disappoint. Aiming to uncover the fundamental reasons that underpin failures in the implementation of inclusive practices, the authors suggest that the perception of disability understood as the social construction of atypical corporealityconditions the implicit understanding of what inclusive education is.The purpose of this article, therefore, is to identify the specific features of the social construction of atypical corporeality and explore ways in which these features are manifested in educational practices. Accordingly, the complexity of the object of study determined the need to refer to a wide range of methodological frameworks of cultural, semiotic and constructionist schools, which allowed the authors to determine the coding methods involved in the social construction of an atypical body. The theoretical investigation allowed the authors to conclude that the construction of atypical corporeality is the outcome of an underlying social agreement regarding the implementation of a particular model of disability (in particular, the article compares the social and medical models). Furthermore, a comparative analysis of educational practices used in the systems of inclusive education in conjunction with the problems of the body in society reveals the inconsistency of their implementation in Russia. Consequently, the authors conclude the article by outlining the key conditions for the social construction of atypical corporeality. Moreover, they identify the following controversy as the main obstacle preventing the implementation of effective inclusion practices into the Russian education system: while declaring the adherence of the “social model” of disability, the Russian education system continues to rely on the medical understanding of the body persistently implementing the medical model.

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

scholarly journals O edukacji włączającej – z uwzględnieniem problemu bezpieczeństwa uczniów w kontekście formalnoprawnym

2021 ◽  
Vol 20 (2) ◽  
pp. 123-139
Author(s):  
Katarzyna Jadach
Keyword(s):  
Inclusive Education ◽  
Legal Aspects ◽  
Social Model ◽  
Educational Institutions ◽  
Full Inclusion ◽  
Specific Approach ◽  
Basic Assumptions ◽  
The Social ◽  
Wide Range ◽  
Security Guarantees

The key issue of this article is inclusive education in connection with the formal and legal aspects of students’ safety when they are staying in educational institutions. In the first part, author describes the basic assumptions of the social model of education and it’s international conditions, also referring to solutions that have been recently implemented in the Polish education system. The second part indicates the problems that may be met by educational institutions and teachers trying to achieve a state of full inclusion. They relate to the school’s caring function in terms of security guarantees. The diversity of student population, especially wide range of educational needs may make it impossible for teachers to develop specific approach to individual pupil. It’s caused by formal items, largely determined by the financial situation of particular local government units.

The role of elite education in social reproduction in France, Belgium and Chile: Towards an analytical model

2021 ◽  
pp. 144078332110517
Author(s):  
Marie Verhoeven ◽  
Hugues Draelants ◽  
Tomás Ilabaca Turri
Keyword(s):  
Social Construction ◽  
Comparative Study ◽  
Education System ◽  
Social Reproduction ◽  
Elite Education ◽  
Educational Pathways ◽  
The Social ◽  
Schooling System ◽  
Cognitive Dimensions

Using a societal analysis perspective that articulates structural, institutional and cognitive dimensions, this article outlines a model examining the contribution made by the schooling system to the social construction of elites. The model is put to the test by a comparative study of elitist educational pathways and their contrasting organisational modes in France, Belgium and Chile. The article shows that both the education of elites, and the role played by school in providing access to privileged social positions, continue to be marked by the distinctive historical construction of each society and education system, despite cross-cutting trends that are linked to globalisation.

The Social Construction of Parental Gender Preferences

2014 ◽  
Author(s):  
Emily W. Kane
Keyword(s):  
Social Construction ◽  
Critical Role ◽  
Expert Advice ◽  
Gender Inequalities ◽  
General Tendency ◽  
Parental Preferences ◽  
The Social ◽  
Wide Range ◽  
Adult Lives ◽  
Role Of Parents

Parents play a critical role in shaping gender-related outcomes for their children, from the moment of birth or adoption and often even before. Parental beliefs, preferences, assumptions, and actions have been analyzed by social scientists and practitioners in a variety of disciplines, especially psychology, sociology, education, and communications, as well as interdisciplinary fields like gender and sexuality studies, childhood studies, and family studies. This multidisciplinary literature documents tendencies toward gender differentiated parenting from infancy through adolescence, with a wide range of specific topics such as vocalization to infants, the selection of toys and activities, the assignment of chores, the way emotional expression is managed, and the kinds of educational fields encouraged. The literature documents how parental preferences and actions in these arenas and many more can contribute to the social construction of gendered outcomes during childhood, encouraging boys and girls to develop different skills, interests, and capacities, with particularly limiting expectations sometimes evident for boys. Scholars and practitioners have also addressed the implications of parental gendering for children’s adult lives in terms of gender differentiation and gender inequalities. Within this broader general tendency toward parents preferring and crafting gender differentiated outcomes, the literature also reveals change over time in some aspects of parental preferences and actions, including recently increased attention to parental responses to transgender children, as well as variation across subgroups of parents and children. Particularly important subgroup variations are between mothers and fathers, and across groups defined by intersecting inequalities of race, class, sexuality, and nation. In addition, researchers have documented various factors that shape parental preferences, ranging from public policy and expert advice to everyday accountability to friends, relatives, and strangers. Even within the literature focused on the role of parents, attention is focused on the importance of many other sources of influence on gendered outcomes among children, ranging from biology to teachers, peers, siblings, media, government policies, and the active agency of children themselves. An intersecting but less centrally reviewed set of literatures within economics and demography also documents differential preference for and investment in sons and daughters; though not the central focus of this article, some sources that offer an overview of key patterns in those literatures are included throughout.

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

scholarly journals “This journey has definitely changed me”: An ethnographic narrative exploring disabled peoples’ lives through embodied experiences and identity negotiation

2021 ◽  
Author(s):  
◽  
Callan Sait
Keyword(s):  
Disability Studies ◽  
Lived Experiences ◽  
Social Stigma ◽  
The Body ◽  
Social Model ◽  
Social Model Of Disability ◽  
Starting Point ◽  
The Social ◽  
Embodied Experiences

<p>Following calls from both disability studies and anthropology to provide ethnographic accounts of disability, this thesis presents the narratives of nine people living with disability, focusing on what disability means to them, how it is incorporated into their identities, and how it shapes their lived experiences. While accounts of disability from disability studies often focus on the social model of disability (Shakespeare 2006) and emphasise social stigma and oppression (Goffman 1967, Susman 1994), anthropological accounts often emphasise the suffering and search for cures (Rapp and Ginsburg 2012) that is assumed to accompany disability. Both approaches have their benefits, but neither pay particularly close attention to the personal experiences of individuals, on their own terms.  By taking elements from both disciplines, this thesis aims to present a balanced view that emphasises the lived experiences of individuals with disability, and uses these experiences as a starting point for wider social analysis. The primary focus of this thesis is understanding how disability shapes an individual’s identity: what physical, emotional, and social factors influence how these people are perceived – by themselves and others? Through my participants’ narratives I explore how understandings of normal bodies and normal lives influence their sense of personhood, and investigate the role of stigma in mediating social encounters and self-concepts. Furthermore, I undertake a novel study of the role of technology in the lives of people living with disability. My work explores how both assistive and non-assistive (‘general’) technologies are perceived and utilised by my participants in ways that effect not just the physical experience of disability, but also social perceptions and personal understandings of the body/self.  I argue that although the social model of disability is an excellent analytical tool, and one which has provided tangible benefits for disabled people, its political nature can sometimes lead to a homogenisation of disabled experiences; something which this thesis is intended to remedy by providing ethnographic narratives of disability, grounded in the embodied experiences of individuals.</p>

scholarly journals “Were not that a botchy core?”: the Function of Disease in 2 Henry IV, King Lear, Troilus and Cressida, and Twelfth Night

2021 ◽  
Author(s):  
◽  
Catherine Joule
Keyword(s):  
Early Modern ◽  
The State ◽  
The Body ◽  
King Lear ◽  
Twelfth Night ◽  
Troilus And Cressida ◽  
The Social ◽  
Wide Range ◽  
Henry Iv ◽  
Disease Metaphors

<p>The social currency of disease has developed and changed dramatically over the centuries, and this thesis focuses on how Shakespeare used the currency of early modern disease in his plays. Shakespeare’s use of disease and disease metaphors is discussed within the context of four plays: Henry IV Part Two, Twelfth Night, King Lear, and Troilus and Cressida. The first chapter (of three) finds that the purpose of disease within the body politic metaphors is, inevitably, complication. In order to counter and resolve the disease of the state, advisors become physicians, extending the potential of the analogy further until it permeates the social structure of the plays and our perception of the characters. Disease is employed to imply division, instability, and disorder within the imagined body of the state.  The second chapter shows how the idea of infection is used to highlight interpersonal concerns within the plays. The chapter uses references to early modern sources and beliefs about the four humours to illustrate how Shakespeare connects social disorder, disease, morality, and status. The discussion focuses on Galen’s “nonnaturals” which were believed to affect humoral balance, highlighting the significance of early modern conceptions of diet, exercise, miasma, sleep, and stress which serve to create a pervading sense of disease in the social worlds of the plays.  The personal and often horrifying experiences of mental disease we are presented with in King Lear and Twelfth Night are the focus of the third and final chapter. The display of suffering is found to primarily serve to emphasise the commonality of man. In both plays (though at different levels of seriousness) insanity causes a loss of social status for the sufferer and, through this loss of status, their humanity is stressed. The dramatic potential of madness allows the theatre of the courtroom to be parodied to draw questions about injustice into the plays, though without offering any definitive conclusions to them. The literary nature of madness within these plays, furthermore, allows for the clear presentation of issues of class and justice. Generally Shakespeare abandons absolute realism in favour of using disease and disease metaphors as a disrupting influence on social and political order so as to emphasise a wide range of themes and ideas.</p>

scholarly journals “This journey has definitely changed me”: An ethnographic narrative exploring disabled peoples’ lives through embodied experiences and identity negotiation

2021 ◽  
Author(s):  
◽  
Callan Sait
Keyword(s):  
Disability Studies ◽  
Lived Experiences ◽  
Social Stigma ◽  
The Body ◽  
Social Model ◽  
Social Model Of Disability ◽  
Starting Point ◽  
The Social ◽  
Embodied Experiences

<p>Following calls from both disability studies and anthropology to provide ethnographic accounts of disability, this thesis presents the narratives of nine people living with disability, focusing on what disability means to them, how it is incorporated into their identities, and how it shapes their lived experiences. While accounts of disability from disability studies often focus on the social model of disability (Shakespeare 2006) and emphasise social stigma and oppression (Goffman 1967, Susman 1994), anthropological accounts often emphasise the suffering and search for cures (Rapp and Ginsburg 2012) that is assumed to accompany disability. Both approaches have their benefits, but neither pay particularly close attention to the personal experiences of individuals, on their own terms.  By taking elements from both disciplines, this thesis aims to present a balanced view that emphasises the lived experiences of individuals with disability, and uses these experiences as a starting point for wider social analysis. The primary focus of this thesis is understanding how disability shapes an individual’s identity: what physical, emotional, and social factors influence how these people are perceived – by themselves and others? Through my participants’ narratives I explore how understandings of normal bodies and normal lives influence their sense of personhood, and investigate the role of stigma in mediating social encounters and self-concepts. Furthermore, I undertake a novel study of the role of technology in the lives of people living with disability. My work explores how both assistive and non-assistive (‘general’) technologies are perceived and utilised by my participants in ways that effect not just the physical experience of disability, but also social perceptions and personal understandings of the body/self.  I argue that although the social model of disability is an excellent analytical tool, and one which has provided tangible benefits for disabled people, its political nature can sometimes lead to a homogenisation of disabled experiences; something which this thesis is intended to remedy by providing ethnographic narratives of disability, grounded in the embodied experiences of individuals.</p>

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