Home – Home – Jornals – "Philosophy of Education" 2026 number 1

Introduction. The article explores the problem of educational inequality faced by children of migrants in the Russian education system. The purpose of the article: to analyze the socio-economic and institutional barriers (linguistic, legal, cultural) formed in society and assess the effectiveness of the legal measures taken to solve these problems. Methodology. The study is based on a world system analysis formed by the ideas of I. Wallerstein and S. Balibar, used to study the mechanisms of inclusion of migrants in the system of division of labor and the ideas of critical pedagogy R. Arnov. _Discussion: Analysis of the current regulatory framework, statistical data and sociological research made it possible to update the problem of introducing a state exam in the Russian language for children with a migration history at the intersection of economics, sociology and law. The introduced mandatory exam in the Russian language, formally aimed at unifying the educational space, without a comprehensive support infrastructure (language adaptation, methodological assistance to schools) does not eliminate the root causes of inequality, but, on the contrary, with a high degree of probability can aggravate social contradictions, strengthening the internal periphery of regions. The consolidation of migrant children in non-prestigious educational and, subsequently, professional positions reproduces the model of “ethnization of the labor force” and turns education from a social elevator into an institution that indirectly legitimizes inequality. Conclusion. The Russian language exam, being an unambiguously important step towards improving the national educational system without adequate financial and methodological support from the state, can lead to another round of peripheralization and pumping of educational resources, which will contribute to the formation of a new circle of the cycle of internal inequality.