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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

School as Transmitter of Culture of Receiving Society: Integration of Migrant Children in Educational Environment

Khukhlaev O.E., Ph.D. in Psychology, assistant professor, head of the Chair of Ethnopsychology and Psychological Problems in Multicultural Education, Moscow State University of Psychology & Education, Moscow, Russia, Moscow, Russia, huhlaev@mail.ru
Chibisova M.Yu., Ph.D. in Psychology, Associate professor of the Social psychology faculty of the Moscow State University of Psychology and Education, Moscow, Russia
Kuznetsov I.M., Ph.D. in Sociology, associate professor at the Chair of Ethnopsychology and Psychological Problems in Multicultural Education, Moscow State University of Psychology and Education, leading researcher at the Department of Ethnic Sociology, Institute of Sociology of the Russian Academy of Sciences, ingvar31@yandex.ru
Abstract
The paper focuses on the transmission of culture of the receiving society as a basic mechanism of integra- tion assistance for schoolchildren from different cultural backgrounds. Cultural transmission is thus regarded as a sociopsychological phenomenon. The paper analyzes features of culture acquisition in children arriving from other countries (or culturally different regions) using the model of the types of understanding proposed by Vladimir Zinchenko. As it is shown, cultural transmission, i.e. passing on cultural values, is one of the most important social functions of the education system that can only occur as a result of the systemic work in the educational institution. Cultural differences within the educational environment are described basing on the cultural iceberg model. The paper also demonstrates that SWOT analysis can be successfully employed to eval- uate the risks and resources associated with the integration of migrants in a particular educational institution in order to provide the foundations for organizing the systemic work with migrant children.

Keywords: integration of migrants, enculturation, cultural transmission, migrant children, intercultural education.

Column: Discussions And Discourses

For Reference

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