Pub Date : 2016-12-01DOI: 10.1080/10609393.2017.1353833
K. Cherevyk
This article analyzes the situation surrounding the education of the disabled in Kyrgyzstan. We provide a detailed discussion of the national legal and regulatory framework that guarantees the rights of persons with disabilities to education. We describe the actual situation in the country concerning access to education for this section of the population as well as other factors that impact it.
{"title":"Education for the Disabled in the Republic of Kyrgyzstan","authors":"K. Cherevyk","doi":"10.1080/10609393.2017.1353833","DOIUrl":"https://doi.org/10.1080/10609393.2017.1353833","url":null,"abstract":"This article analyzes the situation surrounding the education of the disabled in Kyrgyzstan. We provide a detailed discussion of the national legal and regulatory framework that guarantees the rights of persons with disabilities to education. We describe the actual situation in the country concerning access to education for this section of the population as well as other factors that impact it.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"779 - 788"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1353833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59740119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-01DOI: 10.1080/10609393.2017.1353835
A. Dushina, Y. Kersha, Tatyana Larkina, D. Provorova
Commodification is becoming an increasingly common phenomenon in the modern world. A vivid example of the commodification of unique objects is commercial surrogacy services, which transform the status of motherhood from being a “woman’s social vocation” into a service whose end product is a human life that is valued in monetary terms. According to Igor Kopytoff, blurring the boundary between goods and unique objects can undermine the social order (Kopytoff 2006). However, gainful surrogacy has not in fact undermined the social order, which raises the question of how the functioning and legitimate existence of such a service can be assured in society. The authors of the present article have analyzed 14 interviews with employees at Moscow reproductive clinics and agencies that provide legal support services for surrogate mothers.1 We demonstrate on the basis of this analysis that the way in which the child’s status is determined and the potential parents and surrogate mothers are selected as well as how the relations between the genetic parents and the surrogate mother are regulated confirm the notion of kinship that was pioneered in the Euro-American theory of David Schneider. This concept is based on the idea that kinship relations are determined primarily by the presence of a common genetic substance and only secondly by social relations that are based on specific patterns of behavior in the family (Schneider 1980). This implies that genetic kinship is of primary importance to how ideas about kinship relationships are developed, while at the same time it implies that ideas about gestational kinship are not believed to be as important. Thus, the belief of employees at clinics and agencies that the genetic link between parents and children predominates over the gestational relationship makes it possible to legitimize the practice of gainful surrogacy in general and certain aspects of the procedure by which the service is provided in particular by decommodifying the child so that he or she is no longer the object of a commercial transaction.
{"title":"The Legitimation of Commercial Surrogacy in Russia","authors":"A. Dushina, Y. Kersha, Tatyana Larkina, D. Provorova","doi":"10.1080/10609393.2017.1353835","DOIUrl":"https://doi.org/10.1080/10609393.2017.1353835","url":null,"abstract":"Commodification is becoming an increasingly common phenomenon in the modern world. A vivid example of the commodification of unique objects is commercial surrogacy services, which transform the status of motherhood from being a “woman’s social vocation” into a service whose end product is a human life that is valued in monetary terms. According to Igor Kopytoff, blurring the boundary between goods and unique objects can undermine the social order (Kopytoff 2006). However, gainful surrogacy has not in fact undermined the social order, which raises the question of how the functioning and legitimate existence of such a service can be assured in society. The authors of the present article have analyzed 14 interviews with employees at Moscow reproductive clinics and agencies that provide legal support services for surrogate mothers.1 We demonstrate on the basis of this analysis that the way in which the child’s status is determined and the potential parents and surrogate mothers are selected as well as how the relations between the genetic parents and the surrogate mother are regulated confirm the notion of kinship that was pioneered in the Euro-American theory of David Schneider. This concept is based on the idea that kinship relations are determined primarily by the presence of a common genetic substance and only secondly by social relations that are based on specific patterns of behavior in the family (Schneider 1980). This implies that genetic kinship is of primary importance to how ideas about kinship relationships are developed, while at the same time it implies that ideas about gestational kinship are not believed to be as important. Thus, the belief of employees at clinics and agencies that the genetic link between parents and children predominates over the gestational relationship makes it possible to legitimize the practice of gainful surrogacy in general and certain aspects of the procedure by which the service is provided in particular by decommodifying the child so that he or she is no longer the object of a commercial transaction.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"789 - 815"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1353835","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59740164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-01DOI: 10.1080/10609393.2017.1353840
D. Koroleva, A. I. Kochervey, K. M. Nasonova, Yu.V. Shibeko
The gaming culture of modern childhood takes place not only in real space, but in a virtual one too. These two components (two planes of development) are often viewed in isolation from one another. This study investigates the completely new phenomenon of augmented reality gaming through the lens of Pokemon Go, and it describes how the game has been able to transcend social, physical, and virtual spaces. We focus on the most active group of users of this mobile app, namely teenagers. We describe how the game satisfies the psychological needs of this age group. We attempt to understand the cross-cultural phenomenon of this game and the course of development these new forms of activity by modern teenagers may take in the future.
{"title":"The Game Pokemon Go as a Crosscultural Phenomenon","authors":"D. Koroleva, A. I. Kochervey, K. M. Nasonova, Yu.V. Shibeko","doi":"10.1080/10609393.2017.1353840","DOIUrl":"https://doi.org/10.1080/10609393.2017.1353840","url":null,"abstract":"The gaming culture of modern childhood takes place not only in real space, but in a virtual one too. These two components (two planes of development) are often viewed in isolation from one another. This study investigates the completely new phenomenon of augmented reality gaming through the lens of Pokemon Go, and it describes how the game has been able to transcend social, physical, and virtual spaces. We focus on the most active group of users of this mobile app, namely teenagers. We describe how the game satisfies the psychological needs of this age group. We attempt to understand the cross-cultural phenomenon of this game and the course of development these new forms of activity by modern teenagers may take in the future.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"816 - 827"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1353840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-01DOI: 10.1080/10609393.2017.1353859
E. Varshavskaya
During the postreform period, the educational structure of the Russian workforce has seen a sharp increase in the proportion of workers who possess a higher education. Thus, between 2001 and 2014 the share of workers with a university degree rose from 23.8 percent to 32.2 percent. These shifts are even more pronounced in youth cohorts. In 2014, a little over one-third (35.6 percent) of those employed between the ages of 20 and 29 had a higher education, which was 1.5 times higher than in 2001 (20.9 percent). This rapid increase in the number of workers with a higher education has piqued the interest of researchers in this topic, and namely in evaluating the return on education and analyzing the
{"title":"Where Do Highly Educated Russians Work, and What Do They Do for a Living?","authors":"E. Varshavskaya","doi":"10.1080/10609393.2017.1353859","DOIUrl":"https://doi.org/10.1080/10609393.2017.1353859","url":null,"abstract":"During the postreform period, the educational structure of the Russian workforce has seen a sharp increase in the proportion of workers who possess a higher education. Thus, between 2001 and 2014 the share of workers with a university degree rose from 23.8 percent to 32.2 percent. These shifts are even more pronounced in youth cohorts. In 2014, a little over one-third (35.6 percent) of those employed between the ages of 20 and 29 had a higher education, which was 1.5 times higher than in 2001 (20.9 percent). This rapid increase in the number of workers with a higher education has piqued the interest of researchers in this topic, and namely in evaluating the return on education and analyzing the","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"841 - 861"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1353859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-01DOI: 10.1080/10609393.2016.1342198
E. Romanova, O. Tolkacheva
The article presents the results of a comparative study of the features of the coping strategies, life orientations, and interpersonal relations of disabled people with acquired and congenital diseases of the musculoskeletal system. The authors discovered differences in interpersonal behavior in the area of control, and they revealed factors that affect how persons with acquired disabilities and those who have been disabled since childhood develop life orientations.
{"title":"A Comparative Study of Coping Strategies and the Features of Interpersonal Relations and Life Orientations of People with Congenital and Acquired Diseases of the Musculoskeletal System","authors":"E. Romanova, O. Tolkacheva","doi":"10.1080/10609393.2016.1342198","DOIUrl":"https://doi.org/10.1080/10609393.2016.1342198","url":null,"abstract":"The article presents the results of a comparative study of the features of the coping strategies, life orientations, and interpersonal relations of disabled people with acquired and congenital diseases of the musculoskeletal system. The authors discovered differences in interpersonal behavior in the area of control, and they revealed factors that affect how persons with acquired disabilities and those who have been disabled since childhood develop life orientations.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"761 - 778"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2016.1342198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59740020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-01DOI: 10.1080/10609393.2017.1342195
I. Ivanova
We define non-formal education as a part of general education, which gives students the required tools for cognition and creativity. It allows them to fully realize their self-potential and to set their own professional and personal goals. In this article, we outline the fundamental differences between general and non-formal education from the point of view of determining opportunities for student self-development. We reveal opportunities where non-formal education can advance personal development within the modern educational paradigm of the Russian Federation.
{"title":"Non-formal Education","authors":"I. Ivanova","doi":"10.1080/10609393.2017.1342195","DOIUrl":"https://doi.org/10.1080/10609393.2017.1342195","url":null,"abstract":"We define non-formal education as a part of general education, which gives students the required tools for cognition and creativity. It allows them to fully realize their self-potential and to set their own professional and personal goals. In this article, we outline the fundamental differences between general and non-formal education from the point of view of determining opportunities for student self-development. We reveal opportunities where non-formal education can advance personal development within the modern educational paradigm of the Russian Federation.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"718 - 731"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1342195","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59740112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-01DOI: 10.1080/10609393.2016.1342196
S. Kosaretsky, I. Grunicheva, M. Goshin
We discuss the results of a study of Russian educational policy from the late 1980s to the early 2000s in connection with the emerging trends of educational inequality in the field of K–12 education. A statistical analysis of data on educational organizations, content analysis of documents, and a review of legislation and materials collected during expert interviews all show that the public policy of universal equality of educational opportunities that was declared throughout the period under review in practice was not provided with any legal or organizational support. At the same time, the implemented components of the liberal and neoliberal approaches in educational administration led to the growth of educational inequality (by stratifying schools by their level of resource provision and the quality of educational outcomes). At the same time, the economic and social conditions in post-Soviet Russia had a significant impact on the nature and practical effect of these components of administrative policy. This process has revealed the specifics of the Russian experience of neoliberal reforms in K–12 education and their adverse impact on educational inequality.
{"title":"Russian Education Policy From the Late 1980s Through the Early 2000s","authors":"S. Kosaretsky, I. Grunicheva, M. Goshin","doi":"10.1080/10609393.2016.1342196","DOIUrl":"https://doi.org/10.1080/10609393.2016.1342196","url":null,"abstract":"We discuss the results of a study of Russian educational policy from the late 1980s to the early 2000s in connection with the emerging trends of educational inequality in the field of K–12 education. A statistical analysis of data on educational organizations, content analysis of documents, and a review of legislation and materials collected during expert interviews all show that the public policy of universal equality of educational opportunities that was declared throughout the period under review in practice was not provided with any legal or organizational support. At the same time, the implemented components of the liberal and neoliberal approaches in educational administration led to the growth of educational inequality (by stratifying schools by their level of resource provision and the quality of educational outcomes). At the same time, the economic and social conditions in post-Soviet Russia had a significant impact on the nature and practical effect of these components of administrative policy. This process has revealed the specifics of the Russian experience of neoliberal reforms in K–12 education and their adverse impact on educational inequality.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"732 - 756"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2016.1342196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-01DOI: 10.1080/10609393.2016.1342193
V. Gimpelson
It is generally accepted that human capital is an important factor in economic growth, but its impact on growth depends on the demand for education and skills on the labor market. Demand for human capital is largely determined by the institutional environment that governs the basic conditions for economic activity. The author expresses ten doubts that there is demand for human capital in the modern Russian economy. These doubts, which are supported by statistics and examples, are grounded in the low quality of existing institutions, which limit the demand for labor and deform its structure.
{"title":"Does the Russian Economy Need Human Capital? Ten Doubts","authors":"V. Gimpelson","doi":"10.1080/10609393.2016.1342193","DOIUrl":"https://doi.org/10.1080/10609393.2016.1342193","url":null,"abstract":"It is generally accepted that human capital is an important factor in economic growth, but its impact on growth depends on the demand for education and skills on the labor market. Demand for human capital is largely determined by the institutional environment that governs the basic conditions for economic activity. The author expresses ten doubts that there is demand for human capital in the modern Russian economy. These doubts, which are supported by statistics and examples, are grounded in the low quality of existing institutions, which limit the demand for labor and deform its structure.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"696 - 717"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2016.1342193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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