Managing Diversity in the Era of Transnationalism: Perspectives and Limitations in the Educational Space

Abstract

This article, based on a case-study, examines the inclusive education of foreign children in Russia. We take into account the transnational nature of modern migration processes. Their specificity lies in the variability of the discourse on the 'adequacy' of adaptation measures; for a long time, it has been largely revealed in terms of assimilation. Including the concept of transnationality in the field of analysis, it is becoming increasingly liquid and unstable in the global perspective. The social institute of education, in particular school, is one of the main channels for the inclusion of ethnic and cultural groups. In this regard, we consider special aspects of the everyday context of the educational process in the lyceum. In particular, we are interested in how this process is evaluated by teachers and curators working with these children. The article discusses, on the one hand, how this process is evaluated by teachers and curators working with these foreign children, and on the other, how the lyceum’s leadership represent the project’s activities in the public sphere, in particular, how the educational process of 'The Migratory Children' is represented on Facebook. Therefore, analysing the specific ideas about a particular group of children is important for understanding attitudes towards them both within the school team and from outside – parents and other social agents. We assume that depending on the particular presentation of the project on public venues, a general image of the lyceum and its leadership is being formed. In this work, we try to answer the question of how interpretation in various educational institutions is reflected in approaches to the educational process and socio-cultural inclusion as a whole.