MULTICULTURAL PROJECT PLANNING
Such unfavorable situation can be easily noticed, for instance, in Chechnya, which has suffered two bloody conflicts in the past two decades, resulting in more than 10,000 civilian deaths, moreover, the region is still rebuilding after a period characterized by widespread violence, family separation and loss, and massive population displacement (Betancourt, 2008, n.p.).
In order to perform one’s duty of active, open-minded and conscious citizen, it is efficient to take part in some charity organisations. Being interested in the struggle in Chechnya, I participate in a refugee relief organization, one of direcrtions of the work of which is the setting up of schools in refugee camps.
The second issue, which should be understood very well, is the necessity of due preparation of appropriate curriculums. Education even in peaceful countries is always the issue of top priority, as vulnerable children deserve very scrupulous approach. Therefore, no wonder, that children from depressed, post-war areas are to be taught with very special studying programs, which should be elaborated very meticulously. Actually, formal and non-formal education should support durable solutions and should normally incorporate survival and peace-building messages and skills, also progressively promoting the participation of under-represented groups, including girls, adolescents and persons with disability (Crisp, Talbot, Cipollone, 2001, p. 1).
Last but not least question, which is obligatory to be discovered scrupulously before multicultural project planning of considered specific, is the psychological and mental state of future students. In particular, high levels of exposure to war-related traumas have been documented in a number of populations of war-affected youth, the consequences of which can have profoundly adverse effects on children’s mental health, including depression and behavioral problems, post-traumatic stress disorders, and a range of other adjustment difficulties (Betancourt et.al, 2008, n.p.).
Consequently, the curriculum should be elaborated with due attention to the mental state of children and people, who faced brutal and cruel atrocities of war. This issue should be taken into account in the form of e.g. extra subjects, like psychological support, etc. Moreover, in curriculum also could be included some medical disciplines as well as relaxing practices. Fture teachers should be prepared that their students will be people of unstable mental state, depressed and tend to object any positive strategies they propose. However, it is only the issue of time for real professionals.
Apart from mentioned issues, I would like to address ethnosocial challenges, which are likely to happen during the long way of establishing schools in Chechen refugee camps. For instance, researches have indicated the importance of cultural connections and traditions among resettled and war-affected populations (Betancourt, 2008, n.p.). It is to be appreciated that their cultural outlook is rather distinctive from e.g. Russian one; moreover, any misunderstanding with any other culture is understood as offence by local population, so such nuance should be considered.
Furthermore, in many war-torn and insecure places such as Chechnya as well, there are major problems of access and security, it is a common situation that some places become accessible for a time and then perhaps less accessible again (Crisp, Talbot, Cipollone, 2001, p. 36). Those, who will be held responsible for the establishment of schools in considered areas, should also take such ethnosocial and political circumstance into account.
Therefore, the particular researcher should necessarily ask about those factors, which determine access to primary and secondary education, namely, the nature and diversity of accessible schools, the availability of sufficient classrooms and teachers; exclusion along individual characteristics, such as gender, age, social and economic position of the family, urban/rural residence, displacement, ethnicity/race, language, disability, and documentation/legal
status; asylum and settlement policies; security situation (Dryden-Peterson, 2011, p. 26).
In addition, the researcher should find out the target audience. No doubt, the majority will be consisted of children. However, it is necessary to prepare for special education for the youth, which was deprived of the common young life, or for the elderly, who find it hard to find peace in the restless reality.
Furthermore, pre-school courses for the youngest are important as well. No doubt, the initiation of special educational groups for couples, young parents, pregnant women is of priceless social value as well.
What is more, even in democratic states the establishment of equal educational opportunities for disabled people is a wide-debated issue. No surprise, in post-war Chechnya such need is of great importance. All in all, it is necessary to find out which social groups will take part in educational process.
Considering questions, which the researcher should ask during the preparation for considered multicultural project, it is also vitally important to reveal the current state of education. It should be found out which educational institutions already exist, which subjects are taught, which successes are demonstrated.
Apart from it, it is not a secret, that the most successful activity is the beloved one. Therefore, it is also recommended to make a little investigation regarding the tastes of local population (in literature, music, and other cultural directions). In addition, a winning strategy would be to incorporate into curriculums elements of national traditions.
Similar questions should be asked in order to clarify whether there are some constraints of human, material, organizational character, etc., and consequently, what efforts are to be taken first of all.
Works Cited
1. Betancourt, T. S., Salhi, C., Buka, S., Leaning, J., Dunn, G. & and Earls, F. (2008). Connectedness, social support and internalising emotional and behavioural problems in adolescents displaced by the Chechen conflict. Disasters. 2012; 36(4):635-655. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3735440/.
2. Crisp, J., Talbot, C., Cipollone, D. B. (2001). Learning for a Future: Refugee Education in Developing Countries. Geneva: United Nations High Commissioner for Refugees.
3. Dryden-Peterson, S. (2011). Refugee Education. A Global Review. Geneva: United Nations High Commissioner for Refugees
