The role of cultural centers in the socio-cultural adaptation of migrant children
Bibliographic record
Abstract
Миграция является маркером современной жизни во всем мире. Сегодня сложно представить страну, оставшуюся не вовлеченной в этот процесс, происходящий под влиянием глобализации. Он является показателем успешного социального, экономического и политического развития государства, влияет на демографию страны, увеличивает число трудоспособного населения, осваивает нишу низкоквалифицированной работы. Однако интеграция мигрантов в общество до сих пор остается сложной и малоизученной проблемой. Специальное внимание отводится проблеме интеграции мигрантов в российское образовательное пространство. Россия находится на этапе создания национальной политики в отношении детей‑мигрантов, определения путей и способов создания условий для пошаговой, поступательной социализации мигрантов в местах их нового проживания. Главенствующее место в вопросе социализации в российское общество дает школа как объективный срез межкультурных, межпоколенных и культурно‑нравственных процессов. Однако с обучением в школе у таких детей связаны некоторые трудности. Одна из них – проблема некомпетентности приезжих детей, их недостаточного уровня знаний и владений языком, а также трудности с документальным оформлением ребенка. Вторая проблема в психологических процессах – посттравматические стрессовые расстройства, проблемы, трудности в общении со сверстниками, психологический дискомфорт, потеря социального статуса. В случае «неприятия» школьной средой ребенка‑ инофона или его неготовности проходить процесс обучения в стенах учебного заведения на помощь приходят центры, оказывающие помощь в подготовке к школе и обучении языку, вовлекающие в творческую активность, уделяется важное внимание вопросам воспитания в духе межнационального согласия и культуры мира. Автор обобщает опыт России, стран Европы, Канады по созданию условий вовлечения детей‑мигрантов в процесс социализации. С этой целью проводится анализ направлений работы культурных и образовательных центров, творческих объединений. Migration is a marker of modern life around the world. Today, it is difficult to imagine a country that is not involved in this process, which is taking place under the influence of globalization. It is an indicator of the successful social, economic and political development of the state, affects the country's demographics, increases the number of working-age population, and develops a niche of low-skilled work. However, the integration of migrants into society is still a complex and poorly understood problem. Special attention is paid to the problem of integration of migrants into the Russian educational space. Russia is at the stage of creating a national policy on migrant children, identifying ways and means of creating conditions for step-by-step, progressive socialization of migrants in their new places of residence. The dominant position in the issue of socialization in Russian society is given by the school as an objective cross-section of cross-cultural, intergenerational and cultural-moral processes. However, some difficulties are associated with school education for such children. One of them is the problem of incompetence of the newcoming children, their lack of knowledge and language skills, as well as difficulties with documenting the child. The second problem in psychological processes is post-traumatic stress disorders, problems, difficulties in communicating with peers, psychological discomfort, loss of social status. In the case of "rejection" of the school environment of a child of foreign students or his unwillingness to undergo the learning process in educational institutions come to the aid centers, assisting in preparation for school and learning the language, engaging in creative activity, is important to educating in the spirit of inter-ethnic harmony and culture of peace. The author summarizes the experience of Russia, Europe, and Canada in creating conditions for involving migrant children in the process of socialization. For this purpose, the analysis of the directions of work of cultural and educational centers and creative associations is carried out.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".