Abstract
The study explores different aspects of the educational integration of migrants in Russia. The analysis shows that the challenges posed by cultural heterogeneity are not taken into account at the legislative level in the sphere of education. Analysis of the content of textbooks for migrant children shows tendencies towards the elimination of cultural specificity from grade to grade, the exclusion of adult migrants in representations of intercultural contact and the implicit reinforcement of the dominant role of the majority. The results demonstrate the necessity of rethinking the legal framework for regulating education and the content of schoolbooks.
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