Repairing Broken Systems: Advancing Inclusive Education Through Cultural Historical Activity Theory

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Repairing With(in) CHAT: Inclusion, Social Imagination, and Decolonial Perspectives (Table 5)

Abstract

This paper explores how cultural-historical, socio-political, and economic contexts shape educational responses to individual differences at the intersection of dis/ability, race, culture, and language in Ukraine and South Korea. Using Cultural Historical Activity Theory (CHAT), it identifies systemic contradictions hindering inclusive education in these countries. The analysis reveals that despite progressive policies, practical implementation often falls short due to entrenched exclusionary practices and resource limitations. By examining these contradictions, the paper highlights the necessity for sociopolitical, institutional, and cultural shifts to promote educational justice. This study provides insights for advancing equity-based inclusive education, emphasizing the need for context-specific strategies that address historical and cultural legacies of exclusion in the educational systems of Ukraine and South Korea.

Authors

• Inna Stepaniuk, Simon Fraser University

• Dosun Ko, Santa Clara University

• Yehyang Lee, Syracuse University