|
|
Inclusive Approach to the Integration of Migrant Children in Education 2908
Khukhlaev O.E.
PhD in Psychology, Professor, Head of the Chair of Ethnopsychology and Psychological Problems in Multicultural Education, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-4620-9534
e-mail: huhlaevoe@mgppu.ru Chibisova M.Yu.
PhD in Psychology, Associate professor of the Social psychology faculty, Moscow State University of Psychology and Education, Moscow, Russia Shemanov A.Yu.
Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation of the Faculty of Clinical and Special Psychology, Leading Researcher of the Scientific and Methodological Center of the Institute for Problems of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3925-3534
e-mail: ShemanovAYu@mgppu.ru
The presented materials show that the adaptation and integration of migrants is one of the most important priorities of humanistic educational activities in the coming years, the implementation of which requires the active participation of the entire education system for children of the Russian Federation. Integration is considered by the authors as a mutual process of unification of migrants and the host population in a new socio-cultural environment, without loss for both sides of the key parameters of initial socio-cultural identities, often with the dominance of the cultural component of the host community. We substantiate the claim that the use of an inclusive approach allows to solve the contradiction between the need for adaptation of migrant pupils to the norms of the host culture and with their peers. We present a model of psycho-pedagogical diagnostics of special educational needs of a migrant child related to the five different characteristics: language, basic knowledge, emotional state, social skills, cultural norms and rules.
- Astaf’eva S. O rabote uchrezhdenii sfery stolichnogo obrazovaniya po
sotsiokul’turnoi adaptatsii detei migrantov: opyt, uroki, perspektivy [About
the work of institutions of the Moscows sphere of education for social and
cultural adaptation of migrant children: Experience, Lessons and Prospects].
Sotsial’naya politika i sotsial’noe partnerstvo [Social Policy and
Social Partnership], 2010, no.11, pp. 29–31.
- Berri Dzh V., Purtinga A .Kh., Sigal M. Kh. Krosskul’turnaya psikhologiya.
Issledovanie i primenenie [Cross-cultural psychology. Research and
application]. Khar’kov: Publ. Gumanitarnyi tsentr, 2007. 560 p. (In
Russ.).
- Berry J. Akkul’turatsiya i psikhologicheskaya adaptatsiya: obzor problemy
[ Elektronnyi resurs] [Acculturation and psychological adaptation: A review of
issues]. In Sholokhov I. (ed.).Razvitie lichnosti [Development of
personality], 2001, no. 4. Avaliable at:
http://rl-online.ru/articles/3_4-01/198.html (Accessed 18.12.2014). (In
Russ.).
- Khukhlaev O. E., Chibisova M. Yu., Kuznetsov I. M. School as Transmitter
of Culture of Receiving Society: Integration of Migrant Children in
Educational Environment. Kul’turno-istoricheskaya psikhologiya
[Cultural-Historical Psychology], 2014. Vol. 10, no. 1, pp. 95–103. (In
Russ., аbstr. in Engl.).
- Khukhlaev O. E., Kuznetsov I. M., Chibisova M.Yu. The integration of
migrants in the educational environment: social and psychological aspects.
Psikhologicheskaya nauka i obrazovanie [Psychological Science and
Education], 2013, no. 3, pp. 5–18. (In Russ., аbstr. in Engl.).
- Kuznetsov I. M. Migranty v megapolise i provintsii: variativnost’
realizatsii integratsionnogo potentsiala. [Migrants in the city and the
province: the variability of the implementation of the integration potential].
In Gorshkov M. K. (ed.) Rossiya reformiruyushchayasya. Ezhegodnik
[Russia reformed]. Moscow: Publ. IS RAN, 2008, no. 7, pp. 270–275.
- Lebedeva N. M. Teoreticheskie podkhody k issledovaniyu vzaimnykh ustanovok
i strategii mezhkul’turnogo vzaimodeistviya migrantov i naseleniya Rossii
[Theoretical approaches to the study of the mutual attitudes and strategies of
intercultural interaction of migrants and the population of Russia]. In
Lebedeva N. M. (eds.) Strategii mezhkul’turnogo vzaimodeistviya migrantov i
naseleniya Rossii [Strategy of intercultural interaction of migrants and
Russian population ]. Moscow: Publ. RUDN, 2009, pp. 10–64.
- Leongard E. I., Krasnova N. A., Pirozhnik N. T., Prudnikova M. S.
Inklyuzivnoe obrazovanie v razlichnykh usloviyakh integratsii [Inclusive
education in different conditions of integration ]. Inklyuzivnoe
obrazovanie [Inclusive education], 2010, no. 1, pp.
139–148.
- Makarov A. Ya. Osobennosti etnokul’turnoi adaptatsii detei
migrantov v moskovskikh shkolakh [Features of ethno-cultural adaptation of
migrants’ children in Moscow schools]. Sotsiologicheskie issledovaniya
[Sociological research], 2010, no. 8, pp. 94–101.
- Nazarova N. M. Integrirovannoe (inklyuzivnoe) obrazovanie: genezis i
problemy vnedreniya [Elektronnyi resurs] [Integrated (inclusive) education:
the genesis and implementation issues]. Materialy Internet-konferentsii
«Sovremennye deti: kakie oni?» (15 dekabrya 2009 goda – 25 yanvarya 2010
goda, Moscow) [Proceedings of the Internet conference “Modern children:
what are they?”]. URL: http://www.mgpu.ru/article. php?article=129
(Accessed 18.12.2014).
- Regame A. Obraz migrantov i migratsionnaya politika v Rossii [Image of
migrants and migration policy in Russia].Antropologicheskii forum
[Anthropological forum], 2010, no. 13, pp. 389–406. (In Russ.).
- Shapinskaya E. N. Obraz Drugogo v tekstakh kul’tury[The image of Another in
the texts of culture ]. Moscow: Publ. URSS, 2012. 216 p.
- Shchedrina O. V. Vozmozhna li mul’tikul’turnaya model’ integratsii
migrantov v Rossii? [Is it possible a multicultural model of integration of
migrants in Russia?]. Sotsiologicheskie issledovaniya [Sociological
research ], 2004, no. 11, pp. 67–74.
- Shemanov A. Yu. Filosofskie i kul’turologicheskie problemy inklyuzii
[Philosophical and cultural issues of inclusion]. Doklad na seminare
«Filosofskie i kul’turologicheskie osnovy inklyuzivnogo obrazovaniya» iz serii
«Inklyuziya v obrazovanii» (Moskva, IPOI
MGPPU, 27.02.2012) [Paper presented at the seminar on “Philosophical and
cultural foundations of inclusive education” from the series “Inclusion in
Education”, Moscow, IPOI MSUPE, 27.02.2012. URL: http://edu-open.ru/
Portals/0/doklad_shemanovayu.doc (Accessed 18.12.2014).
- Solov’eva A. N. Etnichnost’ i kul’tura: Problemy diskurs-analiza [Ethnicity
and Culture: Problems of discourse analysis]. Arkhangel’sk: Publ. “PGU”, 2009.
231 p.
- Ytterstad G. What is Really Meant by Unclusion: a Teacher’s Point of View.
Psikhologi-cheskaya nauka i obrazovanie [Psychological Science and Education],
2011, no. 3, pp. 41–49. (In Russ., аbstr. in Engl.).
- Zvereva M. A., Kornilova M. V. Tipichnye trudnosti pedagogov,
rabotayushchikh v polikul’turnoi srede [Typical problems of teachers who work
in a multicultural environment]. In Khukhlaev O. E. (eds.) Etnopsikhologiya:
voprosy teorii i praktiki [Ethnopsychology: Theory and Practice]. Moscow: Publ.
MGPPU, 2009, no. 2, pp. 48–65.
- Andrews P. The importance of acknowledging the cultural dimension in
mathematics and learning research. Acta Didactica Napocensia, 2010. Vol. 3, no.
2, pp. 3–15.
- Communication from the Commission to the Council, the European Parliament,
the European Economic and Social Committee and the Committee of the Regions on
Immigration, Integration and Employment. Brussels: Publ. Commission of the
European, 2003. Available at: URL:http://
eur-lex.europa.eu/LexUriServ/LexUriServ. do?uri=CELEX:52003DC0336:EN:NOT
(Accessed 18.12.2014).
- Denmead T. Being and becoming: Elements of pedagogies described by three
East Anglian creative practitioners. Thinking skills and Creativity,
2011. Vol. 6, pp. 57–66.
- Duarte G., Rafanello D. The migrant child: A special place in the field.
Young Children, 2010. Vol. 56, no. 2, pp. 26–34.
- Entzinger H., Biezeveld R. Benchmarking in Immigrant Integration. Report
for the European Commission. Rotterdam: European Research Centre on Migration
and Ethnic Relations (ERCOMER), 2003. 53 p.
- Hickey-Moody A. “Turning away” from Intellectual Disability: Methods of
Practice, Methods of Thought. Critical Studies in Education, 2003. Vol.
44, no. 1, pp. 1–22.
- Mghir R., Raskin A. The psychological effect s of the war in Afghanistan on
young Afghan refugees from different ethnic backgrounds. International
Journal of Social Psychiatry, 1999. Vol. 45, no. 1, pp. 29–40.
- Paliocosta P., Blandford S. Inclusion in school: a policy, ideology or
lived experience? Similar findings in diverse school cultures. Support for
Learning, 2010. Vol. 25, no. 4, pp. 179–186.
- Rashid N., Tikly L. Inclusion and Diversity in Education. Guidelines for
Inclusion and Diversity in Schools. Madrid: Publ. LERKO PRINT, S. A., 2010. 44
p.
- Reynolds G. The Impacts and Experiences of Migrant Children in UK Secondary
Schools. University of Sussex. Sussex Centre for Migration Research. Working
Paper, 2008, no. 47. 34 p.
|
|
