Специфика социально-культурного конструирования нетипичной телесности в инклюзивном образовании; Вестник Томского государственного университета. Культурология и искусствоведение; № 43
| Parent link: | Вестник Томского государственного университета. Культурология и искусствоведение.— , 2011- № 43.— 2021.— [С. 116-125] |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Otros Autores: | , |
| Sumario: | Заглавие с экрана Рассматривается проблема стереотипизации тела человека с инвалидностью в российском обществе. Доказывается, что отношение к нетипичному телу оказывает влияние на содержание образовательных практик. Показано, что, с одной стороны, в системе российского образования пропагандируется «социальная модель», но с другой стороны, в реальных условиях до сих пор превалирует медикалистское понимание нетипичной телесности как патологии. 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. |
| Lenguaje: | ruso |
| Publicado: |
2021
|
| Materias: | |
| Acceso en línea: | https://doi.org/10.17223/22220836/43/8 |
| Formato: | MixedMaterials Electrónico Capítulo de libro |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=665674 |
MARC
| LEADER | 00000naa0a2200000 4500 | ||
|---|---|---|---|
| 001 | 665674 | ||
| 005 | 20250204161936.0 | ||
| 035 | |a (RuTPU)RU\TPU\network\36878 | ||
| 035 | |a RU\TPU\network\36804 | ||
| 090 | |a 665674 | ||
| 100 | |a 20211028d2021 k||y0rusy50 ca | ||
| 101 | 0 | |a rus | |
| 102 | |a RU | ||
| 135 | |a drcn ---uucaa | ||
| 181 | 0 | |a i | |
| 182 | 0 | |a b | |
| 200 | 1 | |a Специфика социально-культурного конструирования нетипичной телесности в инклюзивном образовании |d Atypical corporeality as a social construct and the inclusion problem in the russian education system |f Н. А. Лукьянова, А. А. Шавлохова, Е. В. Фелл | |
| 203 | |a Текст |c электронный | ||
| 300 | |a Заглавие с экрана | ||
| 320 | |a [Библиогр.: 29 назв.] | ||
| 330 | |a Рассматривается проблема стереотипизации тела человека с инвалидностью в российском обществе. Доказывается, что отношение к нетипичному телу оказывает влияние на содержание образовательных практик. Показано, что, с одной стороны, в системе российского образования пропагандируется «социальная модель», но с другой стороны, в реальных условиях до сих пор превалирует медикалистское понимание нетипичной телесности как патологии. | ||
| 330 | |a 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. | ||
| 330 | |a 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. | ||
| 461 | |t Вестник Томского государственного университета. Культурология и искусствоведение |d 2011- | ||
| 463 | |t № 43 |v [С. 116-125] |d 2021 | ||
| 510 | 1 | |a Atypical corporeality as a social construct and the inclusion problem in the russian education system |z eng | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a инклюзивное образование | |
| 610 | 1 | |a инвалидность | |
| 700 | 1 | |a Лукьянова |b Н. А. |c специалист в области психологии и права |c профессор Томского политехнического университета, доктор философских наук |f 1971- |g Наталия Александровна |3 (RuTPU)RU\TPU\pers\25996 |9 11845 | |
| 701 | 1 | |a Шавлохова |b А. А. |c специалист в области организации высшего профессионального образования |c старший преподаватель Томского политехнического университета, кандидат философских наук |f 1989- |g Анна Александровна |3 (RuTPU)RU\TPU\pers\47003 |9 22597 | |
| 701 | 1 | |a Фелл |b Е. В. |c специалист в области права |c доцент Томского политехнического университета |f 1975- |g Елена Владимировна |3 (RuTPU)RU\TPU\pers\33575 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |b Школа базовой инженерной подготовки |b Отделение социально-гуманитарных наук |3 (RuTPU)RU\TPU\col\23512 |
| 801 | 2 | |a RU |b 63413507 |c 20211223 |g RCR | |
| 856 | 4 | |u https://doi.org/10.17223/22220836/43/8 | |
| 942 | |c CF | ||