Educational Inclusion of Children in Migration

P. 191–207.

Kozlova M., Mikheev I. S., Tkachenko N., Khukhlaev O.

The chapter analyses the attitudes of Russian teachers in relation to the educational inclusion of students from families with migration experience. The presentation of the results of the empirical study is preceded by a brief discussion on migration processes in the Russian Federation. In order to assess the prospects of maintaining or transforming attitudes and practices among teachers, we present the results of a series of semi-structured interviews with teachers with a broad framework determined by the normative context of intercultural education in Russian schools. To this end, we present an analysis of state documents regulating the ethnocultural policy of the Russian Federation, as well as an analysis of the content of school textbooks, which determine exactly how, in the opinion of state authorities, empirically recorded ethno-cultural diversity should be considered and interpreted by schoolchildren. Based on the analysis of the data obtained, possible prospects to develop the policies and practices for managing cultural diversity in the classroom are considered and recommendations aimed at developing an educational environment that supports diversity are presented.

Keywords: migration, teacher's attitudes, 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., Mertsalova T., Mikheev I. S., Pishnyak A., Prisyazhniuk D., Sinyavskaya O., Vlasova T., Zaichenko N. A. Springer, 2024.