Multicultural Education as a Risk Space

Abstract

The paper explores the aspects of multicultural education in the context of risk theory. The authors make the case about multicultural education as an essential feature of the processes that occur in all spheres of the global society. This is evident when the cultural systems adapt to the global educational space. The article puts forward the idea that synthesis of different cultures can act as a substitute for their adaptation performance. This conclusion is supported by reference to examples of practical training of migrant children in Russia. The authors analyze migrant education on the basis of modern statistic data; this makes the conclusion that state measures aimed at regulation of migrant education weaken the tension but don’t solve the problem. The urgency of migration is specified by internal and external migration. This mostly concerns the migrant children whose social status is identified by education they can receive in the host country. Following the ideas of R. Robertson and N. Stehr, the authors identify the specific features of migrant education. They see the relation between migrant education and social risks appeared in education as the result of inappropriate migration policy. The authors state that the main risks in education of Russia are concerned with the legal, information and psychological ambiguity of migrant children.

DOI: 10.5901/mjss.2015.v6n6s1p90