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Kalinnikova Magnusson, Liya, UniversitetslektorORCID iD iconorcid.org/0000-0002-0481-8665
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Publications (10 of 61) Show all publications
Kalinnikova Magnusson, L. & Walton, E. (2023). Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis. Compare, 53(3), 488-505
Open this publication in new window or tab >>Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis
2023 (English)In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 53, no 3, p. 488-505Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Special Education, Russia, South Africa, Cross-Case Analysis, Policy Historiography, Inclusive Education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-34064 (URN)10.1080/03057925.2021.1932421 (DOI)000658644900001 ()2-s2.0-85107470795 (Scopus ID)
Available from: 2020-10-03 Created: 2020-10-03 Last updated: 2023-04-02Bibliographically approved
Kalinnikova Magnusson, L. & Chiperi, N. (2023). Intellectual impairment and experience of extreme poverty in a single parent family (case study in the Republic of Moldova context). Armenian Journal of Special Education, 7(2), 48-64
Open this publication in new window or tab >>Intellectual impairment and experience of extreme poverty in a single parent family (case study in the Republic of Moldova context)
2023 (English)In: Armenian Journal of Special Education, ISSN 2579-2881, Vol. 7, no 2, p. 48-64Article in journal (Refereed) Published
Abstract [en]

The article analyses the issue of family resources in a family with a single father with mental retardation raising two adolescents in conditions of extreme poverty. The research methodology is based on the model of case study qualitative research within the phenomenological “life world” approaches. The study has an entire description of the father’s “life world” and structural, constituent and essential elements of his day-to-day parenting experience. It is shown that the family experience is struggling with extreme poverty within the conditions of severe social exclusion and governed by the father's family history with a class nature. Current family resources (health, education, social and economic) are characterised as being affected by different types of deficiency and dependence on external “donors”. The discussion is raising awareness of a role of special education in the process of structuring essential elements of the “life world” experience in such families,- in general, and conditions of extreme poverty,- in particular. 

Keywords
parenthood and fatherhood with intellectual impairments, family resources, extreme poverty, social exclusion
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43172 (URN)10.24234/se.v7i2.6 (DOI)
Note

The research was implemented within the framework of the research project: “Human resources in poverty and disability: a family perspective” conducted by the scientific centre of Russian and Eurasian Research (UCRS) of Uppsala University with the financial support of the Vetenskaprådet/Sweden: VR 2011-41249-90774-43. First version of this article was published in Russian in Kyiv, Ukraine, 2014, in The Scientific Journal of the National Pedagogical Dragomanov University. Series 19: Special Education and Psychology, ISSN 2310-0893, no 26, p. 433-441. The current publication is revised and translated into English.

Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2023-11-05Bibliographically approved
Kalinnikova Magnusson, L. (2023). Methodology of comparative studies: Preconference workshop, NERA 2023.
Open this publication in new window or tab >>Methodology of comparative studies: Preconference workshop, NERA 2023
2023 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

A joint pre-conference (NW-12 & NW-3) on the methodology of comparative studies within the area of inclusive and early childhoodeducation was held on 14 of March 2023, at 13.00-17.15.

This project was financed by the NERA research committee.

Pre-conference was implemented in accoordance with the planned agenda.There were 14 participants at the event from Sweden, Australia, Island and Finland.There were introduced 2 lectures by the professor Walton:Topic 1 : The affordances/advantages of comparative research in inclusive and early childhood educationTopic 2: Methodological considerationsPart A: Considerations when embarking on comparative research;Part B: Variations to consider.Both of the presentations were discussed and possible comparative research themes were tested.The pre-conference got high level of appreciation and conditions for the further cooperative work among participants was negotiated.

Keywords
comparative study, internationla, research methodology
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-42930 (URN)
Available from: 2023-08-26 Created: 2023-08-26 Last updated: 2023-08-29Bibliographically approved
Kalinnikova Magnusson, L. (2022). A cross case analysis of special education legacy: international experience applicable for Nordic educational research (South Africa and Russia). In: : . Paper presented at NERA Conference - June 1- 3, 2022, University of Iceland at Stakkahlið in Reykjavik.
Open this publication in new window or tab >>A cross case analysis of special education legacy: international experience applicable for Nordic educational research (South Africa and Russia)
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The pursuit of inclusive education in different countries is shaped by the nature of existing special educational provisions. The presentation focuses 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). The research formulated 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 pay attention to a greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education. The argumentation of the current research application to the Nordic countries could be supported by sharing methodology research experience and building knowledge about societies in change within post-modern challenges in education. 

Keywords
special education legacy, South Africa, Soviet Russia, methodology research, cross case study research
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-39850 (URN)
Conference
NERA Conference - June 1- 3, 2022, University of Iceland at Stakkahlið in Reykjavik
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-30Bibliographically approved
Kalinnikova Magnusson, L. (2022). Education Laboratories in 'Education for All' in Russia: from Lenin to Putin. In: International Association of Special Education, IASE (Ed.), : . Paper presented at Building an Inclusive Culture Worldwide, 10-17 July, 2022,  The International Association of Special Education (IASE), Special Education Faculty- HCMUE, University of Education, Ho Chi Minh City, Vietnam (pp. 8).
Open this publication in new window or tab >>Education Laboratories in 'Education for All' in Russia: from Lenin to Putin
2022 (English)In: / [ed] International Association of Special Education, IASE, 2022, p. 8-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The research appeals to the history of education for all (focusing on children with disabilities) during 1917-2012. Methodology has its qualitative approach, aiming to make text analysis of the main state policy documents. Three research questions formulated. Research findings were combined in two big themes: Desired contours of the future and a state order for experimentation and Unfinished experimentation: disrupting the pattern. Both of the themes are discussed for the understanding of special education inputs in education for all.

Keywords
special education, Soviet education, inclusive education, education for all, children with sprcial educational needs
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-39849 (URN)
Conference
Building an Inclusive Culture Worldwide, 10-17 July, 2022,  The International Association of Special Education (IASE), Special Education Faculty- HCMUE, University of Education, Ho Chi Minh City, Vietnam
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-30Bibliographically approved
Kalinnikova Magnusson, L. (2022). Essentials of the Soviet narrative of special needs education in transition: a critical perspective. In: EDUCATION IN A CHANGING WORLD: THE IMPACT OF GLOBAL REALITY ON THE PROSPECT AND EXPERIENCES OF EDUCATIONAL RESEARCH: . Paper presented at 22-23 August 2022, Emerging Researchers' Conference - ERC 2022, Yerevan State University, Armenia. Yerevan, Armenia
Open this publication in new window or tab >>Essentials of the Soviet narrative of special needs education in transition: a critical perspective
2022 (English)In: EDUCATION IN A CHANGING WORLD: THE IMPACT OF GLOBAL REALITY ON THE PROSPECT AND EXPERIENCES OF EDUCATIONAL RESEARCH, Yerevan, Armenia, 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This research pays its attention to the history of the formation of education for children with special educational needs [SEN] with focus on Soviet (1917-1991)/Post-Soviet (1991-2012) periods. Even though, both of these ‘time frames’ are designated as the most radical and fundamental in their educational reforms, they are a part of the continuity in the field. During 1917-1991 a formation of education for children with SEN was permanently processed in line with building equality in education for all children as one of the alternative experiments among other original worldwide ‘projects’ and is acknowledged as the most massive social experiment in the history of modernization. The retrospective idea of this research is motivated by three main essentials. The first one: the Soviet educational reforms, being built upon highly centralized, specialized and standardized schools and agencies, developed an educational system for children with disabilities, inside general educational laws. This pattern was kept, following the 1991 Post-Soviet educational laws. The question, which is raised out of this feature is: How was the legalization of special education issues formulated and implemented across these two periods? The second essential has its roots in the state policy provision of the ideological frame for Soviet sciences, in general, and educational science, in particular. After the revolution of 1917, the need of new power in new ‘sciences that reflected the new image of socialist man’ looked for new paradigmatic assumptions in education. Marxism-Leninism was employed as an ideology of power for building a progressive society and science to serve these goals. Soviet educational science got its philosophical and methodological transformation. Dialectical materialism established philosophical foundations and ground-rules for guiding research in educational science turned it to became programmatic. The other question, addressed to this research is: What scientific perspective/s challenged educational and pedagogical issues in regard to children with disabilities during these two periods? The third essential of this research is directed to the justification of a school curriculum for children with SEN. An intensive process of searching for new scientific ideas how to upbring and educate children with disabilities in a young Soviet state was combined with a new course to cultural revolution, targeting ‘a fight against illiteracy’. Strong beliefs in professional and research communities that by literacy force, new methodology and pedagogical methods, children with disabilities would become useful societal members as other children, contributed to the loss of the ‘specificity’ of the special school. In 1931 schools for deaf, blind and mentally retarded children got state order to teach children employing a mass school curriculum. The research question out of this essential became: What special education curriculum was created and what it was resulting in within Soviet and Post Soviet time? This study is based mainly on Russian sources, relating to policy documents in general and compulsory education within the relevant political and scientific framework. Historical documents are represented by Constitutions and Educational Laws of the RSFSR and USSR; chronological collection of the state decrees, orders, government letters, reports and regulations of education for children SEN. Scientific sources are based on authoritative monographs in the history of Soviet education and special education; defectological vocabularies issued by the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR. The data analysis was based on an overall hermeneutic approach to data collection. The descriptions were collected and then interpreted through historical and phenomenological inquiries and critically met. The main findings were divided into two big themes: Desired contours of the future and a state order for experiment and ‘Unfinished experimentation: disrupting the pattern’. 

Place, publisher, year, edition, pages
Yerevan, Armenia: , 2022
Keywords
education for all, experiemntal laboratories, children with special educational needs, school curricular, policy in education, Soviet education
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-39847 (URN)
Conference
22-23 August 2022, Emerging Researchers' Conference - ERC 2022, Yerevan State University, Armenia
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-30Bibliographically approved
Kalinnikova Magnusson, L. & Rosenqvist, J. (2021). Development of special education in Moldova: paradoxes as to inclusion. In: Hanssen, N.B, Hansèn, S-E, & Ström, K. ( Eds.) (Ed.), Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives: . England: Routledge
Open this publication in new window or tab >>Development of special education in Moldova: paradoxes as to inclusion
2021 (English)In: Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives: / [ed] Hanssen, N.B, Hansèn, S-E, & Ström, K. ( Eds.), England: Routledge, 2021Chapter in book (Refereed)
Abstract [en]

Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the ‘trail to inclusion’ was fully “…riddled with uncertainness, disputes and contradictions”. The overall trend of a response to the development of inclusion in these countries gained its certainty “within the context of general educational provision” and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of ‘what is known about inclusive education in Eastern Europe’ carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of ‘barriers for inclusive education’ and ‘a policy-practice gap and responsibilities within systems’ in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region.  

However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova’ context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion.

This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; ‘endemic stress’ of breaking the pattern and paradoxes of resolution

Place, publisher, year, edition, pages
England: Routledge, 2021
Keywords
special education, statistics, educational reforms, inclusion, children with disabilities, content analysis
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-30817 (URN)9780367409890 (ISBN)
Projects
STINT: 8421-77156-44-83
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT), IB2018-8090
Note

kommande (in press, March 1, 2021)

Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2021-08-30Bibliographically approved
Kalinnikova Magnusson, L. & Rosenqvist Aulin, J. (2021). Development of special needs education in the Republic of Moldova: Paradoxes as to inclusion. In: Dialogues between Northern and Eastern Europe on the Development of Inclusion: Theoretical and Practical Perspectives: . Paper presented at NERA 2021: Hope and education, Odense, Danmark, 3-5 November, 2021 (pp. 168-187). Paper presented at NERA 2021: Hope and education, Odense, Danmark, 3-5 November, 2021. Routledge
Open this publication in new window or tab >>Development of special needs education in the Republic of Moldova: Paradoxes as to inclusion
2021 (English)In: Dialogues between Northern and Eastern Europe on the Development of Inclusion: Theoretical and Practical Perspectives, Routledge , 2021, p. 168-187Chapter in book (Refereed)
Abstract [en]

Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the ‘trail to inclusion’ was fully “…riddled with uncertainness, disputes and contradictions”. The overall trend of a response to the development of inclusion in these countries gained its certainty “within the context of general educational provision” and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of ‘what is known about inclusive education in Eastern Europe’ carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of ‘barriers for inclusive education’ and ‘a policy-practice gap and responsibilities within systems’ in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region.  

However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova’ context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion.

This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; ‘endemic stress’ of breaking the pattern and paradoxes of resolution

Place, publisher, year, edition, pages
Routledge, 2021
Keywords
special education, statistics, educational reforms, inclusion, children with disabilities, content analysis
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-37360 (URN)10.4324/9780367810368-14 (DOI)2-s2.0-85109606342 (Scopus ID)9781000346329 (ISBN)
Conference
NERA 2021: Hope and education, Odense, Danmark, 3-5 November, 2021
Projects
STINT: IB2018-8090
Available from: 2021-11-15 Created: 2021-11-15 Last updated: 2022-09-22Bibliographically approved
Kalinnikova Magnusson, L. (2021). Education laboratories in 'education for all' in Russia: from Lenin to Putin. Revista Española de Educación Comparada (REEC), 39, 81-102, Article ID 30829.
Open this publication in new window or tab >>Education laboratories in 'education for all' in Russia: from Lenin to Putin
2021 (English)In: Revista Española de Educación Comparada (REEC), ISSN 1137-8654, Vol. 39, p. 81-102, article id 30829Article in journal (Refereed) Published
Abstract [en]

Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, created strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make primary text analysis of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, etc., were collected from the historic and current sources, such as peer reviewed publications, state archives, etc. The research questions are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of ‘education for all’ retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and unfinished experimentation: disrupting the pattern. The themes are supported by sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.

Place, publisher, year, edition, pages
Sociedad Española de Educación Comparada, 2021
Keywords
children with disabilities, education for all, hegemonic ideology, policy analysis, policy agenda, political conditions, qualitative research
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-35960 (URN)10.5944/reec.39.2021.30829 (DOI)000667269300005 ()2-s2.0-85111650467 (Scopus ID)
Available from: 2021-06-06 Created: 2021-06-06 Last updated: 2021-08-30Bibliographically approved
Kalinnikova Magnusson, L. (2021). Learning adjustment in pandemic times – Challenges for students with special educational needs and AAC users (Swedish context). In: : . Paper presented at ECER AAC 2021. 13th Eastern and Central European Regional Augmentative and Alternative Communication Conference, 12-14 November 2021 (online).
Open this publication in new window or tab >>Learning adjustment in pandemic times – Challenges for students with special educational needs and AAC users (Swedish context)
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Since March 11th of 2019, the pandemic multifaceted and created unprecedented challenges in everyday life of people and societies, particularly regarding issues of age, gender, ethnicity and disability. Provision of education caused major disruption across the globe. School closures worldwide in spring 2020, identified digital technologies, digital competences, new partnership in intersectional and transnational fields approaches as a central in education for rethinking the delivering of various forms of education, supporting provision of it as a basic human right. Sweden was one of the few countries that decided to keep preschools and compulsory schools open during the pandemic, recognizing the necessity of the Lockdown just for secondary/gymnasiums and higher education institutions. Municipalities got the right to coordinate physical and remote education for pre-school and compulsory schools in accordance with local pandemic conditions. The data around the pandemic effect on the students with special educational needs (SEN) and AAC users is rather limited and fragmented. Despite fragmented character of the data, most of the statistical and thematic reports emphasize that the pandemic disproportionally and negatively affected vulnerable groups of learners, such as a high level of school absence of students with SEN, poor health conditions among them, etc. The presentation will be based on analysis national Skolverket, SPSM (Specialskolmyndigheten), etc. reports.

Keywords
alternative and augmentative comminication (AAC), students with special educational needs, COVID-19, digital education, Swedish context
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-37361 (URN)
Conference
ECER AAC 2021. 13th Eastern and Central European Regional Augmentative and Alternative Communication Conference, 12-14 November 2021 (online)
Note

https://eceraac2021.assistfoundation.eu/programme/

Available from: 2021-11-15 Created: 2021-11-15 Last updated: 2021-11-17Bibliographically approved
Projects
Human resources in disability and poverty- A family perspective [2011-07346_VR]; Uppsala University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0481-8665

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