Educational Inclusion of Children in Migration

The chapter analysesAnalysis the attitudes of RussianRussian teachersTeachers in relation to the educationalEducational inclusionInclusion of studentsStudents from familiesFamily with migrationMigration experienceExperiences. The presentation of the results of the empiricalEmpirical studyStudies is preceded by a brief discussion on migrationMigration processes in the RussianRussian FederationFederation. In order to assess the prospects of maintaining or transforming attitudes and practicesPractices among teachersTeachers, we present the results of a series of semi-structured interviews with teachersTeachers with a broad frameworkFramework determined by the normative contextContexts of intercultural educationEducation in RussianRussian schoolsSchools. To this end, we present an analysisAnalysis of stateState documents regulating the ethnocultural policyPolicy of the RussianRussian FederationFederation, as well as an analysisAnalysis of the contentContents of schoolSchools textbooksTextbooks, which determine exactly how, in the opinion of stateState authorities, empirically recorded ethno-culturalCultural diversityDiversity should be considered and interpreted by schoolchildren. Based on the analysisAnalysis of the data obtained, possible prospects to develop the policiesPolicy and practicesPractices for managing culturalCultural diversityDiversity in the classroomClassroom are considered and recommendationsRecommendations aimed at developing an educationalEducational environment that supportsSupport diversityDiversity are presented.