What question did this study set out to answer?

To investigate how cultural-historical legacies, sociopolitical ideologies, and institutional arrangements produce systemic contradictions in inclusive education across Ukraine and South Korea.

May 9, 2026Mind Culture and Activity

Contradictions of inclusion: Cultural-historical legacies and the struggle for inclusive education

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Authors

ISInna Stepaniuk DKDosun Ko YLYehyang Lee

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Overview

Comparative case analysis reveals how historical legacies constrain inclusive schooling in diverse educational systems, highlighting the need to treat inclusion as a cultural-historical system.

Key Points

To investigate how cultural-historical legacies, sociopolitical ideologies, and institutional arrangements produce systemic contradictions in inclusive education across Ukraine and South Korea.
Applied cultural-historical activity theory to examine how educational systems respond to the intersection of disability, race, culture, and language.
Conducted comparative qualitative case analyses of post-Soviet schooling practices in Ukraine and multicultural disability identification in South Korea.
Ukrainian inclusive education practices remain mediated by persistent post-Soviet norms of conformity and deficit-based professionalization despite progressive national policies.
South Korean identification and schooling of students with disabilities from multicultural families are constrained by dominant monoethnic nationalism, postcolonial ideologies, and deficit discourses.
Both cases demonstrate that inclusive education operates not as a neutral or universal framework, but as an ideologically and historically situated system shaped by power relations.

Cite This Study

Stepaniuk et al. (2026) studied this question.

synapsesocial.com/papers/6a89acc44e16d35695eb26e8 https://doi.org/10.1080/10749039.2026.2669518

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May 9, 2026Mind Culture and Activity

Contradictions of inclusion: Cultural-historical legacies and the struggle for inclusive education

View Full Paper

Ask AI

Bookmark

Authors

ISInna Stepaniuk DKDosun Ko YLYehyang Lee

Discussion

Member takes

Overview

Comparative case analysis reveals how historical legacies constrain inclusive schooling in diverse educational systems, highlighting the need to treat inclusion as a cultural-historical system.

Key Points

To investigate how cultural-historical legacies, sociopolitical ideologies, and institutional arrangements produce systemic contradictions in inclusive education across Ukraine and South Korea.
Applied cultural-historical activity theory to examine how educational systems respond to the intersection of disability, race, culture, and language.
Conducted comparative qualitative case analyses of post-Soviet schooling practices in Ukraine and multicultural disability identification in South Korea.
Ukrainian inclusive education practices remain mediated by persistent post-Soviet norms of conformity and deficit-based professionalization despite progressive national policies.
South Korean identification and schooling of students with disabilities from multicultural families are constrained by dominant monoethnic nationalism, postcolonial ideologies, and deficit discourses.
Both cases demonstrate that inclusive education operates not as a neutral or universal framework, but as an ideologically and historically situated system shaped by power relations.

Cite This Study

Stepaniuk et al. (2026) studied this question.

synapsesocial.com/papers/6a89acc44e16d35695eb26e8 https://doi.org/10.1080/10749039.2026.2669518

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