Textbooks as Tools for Inclusion or Exclusion: Representation of Socially Vulnerable Groups in Secondary School Textbooks

Kozlova M. A.

The chapter is devoted to the analysis of the representation of socially vulnerable groups in school textbooks. The empirical basis of the study was made up of textbooks on the subjects “The world around us” and “Social Studies”. Consideration of examples of the representation of socially vulnerable groups in school textbooks allowed us to trace a) the change in the representation of the topic in textbooks aimed at different age groups, b) to identify the degree of similarity in the representation of different groups united by the category of “social insecurity”. The results of the analysis of the representation of people with disabilities and people with low socio-economic status in textbooks demonstrated opposite trends in the transformation of pedagogical discourse. These trends are unmasked and explained with the involvement of the current Russian legislation as a framework

Keywords: school textbooks, inclusion, Culture-sensitive education

Publication based on the results of: The risks of social turbulence and the integrative potential of Russian society (2024)

In book

Inclusive education in the Russian Federation: Scoping International and Local Relevance

Ajsmontas B., Alekhina S., Aleksandrova L., Anchikov K., Bolshakov N., Cherviakova A. A., Iarskaia-Smirnova E. R., Kersha Y., Khalina N., Kosaretsky S., Kozlova M. A., Mertsalova T., Mikheev I. S., Pishnyak A., Prisyazhniuk D., Sinyavskaya O., Vlasova T., Zaichenko N. A. Springer, 2024.