Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom-loop vis-à-vis multifaceted parameters of learning environments. Linking critical race theory with internationalism, document analysis, semi-structured interviews, field notes, observations, and informal chats were deployed for an elaborated scrutiny of students’ perspectives through a normative-humanistic lens. The results signified that in conflictual contexts, policy-making may surpass basic humanistic norms such as equity and social justice where parental involvement, sustainable integration, discursive ideological orientations, coproduction among stakeholders, Western-propelled content revision, preparatory language courses, and teacher education predominantly reconceptualize indispensable aspects of curricula. The findings are especially conspicuous for social partners, policy-makers, and educators.

中文翻译：

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国际主义、移民和教育：多语言和多文化接触区的多元化倾向——北塞浦路斯土耳其共和国

作为冲突和接触区，塞浦路斯一直目睹难民和移民的涌入，并在过去的二十年里成为许多国际学生的目的地国。在世界范围内前所未有的多元化和国际主义理论日益突出的时代，带有民族单一语言话语的多元化教学法已成为教育中标志性的紧迫趋势，从而导致了针对学习环境的多方面参数的二分法厄运循环。将批判种族理论与国际主义、文件分析、半结构化访谈、实地记录、观察和非正式聊天联系起来，通过规范人文主义的视角对学生的观点进行详细审查。结果表明，在冲突的背景下，政策制定可能会超越基本的人文规范，例如公平和社会正义，在这些规范中，父母参与、可持续融合、话语意识形态取向、利益相关者之间的共同生产、西方推动的内容修订、预科语言课程和教师教育主要重新定义了课程不可或缺的方面。这些发现对社会伙伴、政策制定者和教育者来说尤其显着。