Prospects for multicultural education in Russia and neighboring countries. Draft concept for the development of multicultural education in the Russian Federation The concept of identity in the concepts of multicultural education

Municipal preschool educational institution

kindergarten No. 37 combined type

Istrinsky municipal district

143560 Moscow region, Istra district, pos. Kursakovo, 11

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MAIN DIRECTIONS

POLYCULTURAL EDUCATION

IN THE ACTIVITIES OF THE TEACHER

Work completed:

Korshunova Lyubov Anatolyevna

page

Introduction………………………………………………………………….3

The concept of the development of multicultural education………………….4

System multiculturaleducation……………………………..6

Basic principles of multicultural education………………8

education…………………10

Conclusion……………………………………………………………...12

References……………………………………………………..14

Introduction

Multicultural education (gr. - multicultural) is an education built on the ideas of preparing the younger generation for life in a multinational and multicultural environment. The purpose of such education is to develop the ability to communicate and cooperate with people of different nationalities, races, religions, to develop an understanding of the uniqueness of other cultures, and to eradicate negative attitudes towards them. Modern man should be tolerant, tolerant, with a developed sense of respect for people of a different culture, able to live with them in peace and harmony, with a readiness for active interaction. At the end of the 20th century, the process of rapprochement of countries and peoples began in the world, a powerful migration of the population took place (there are 2,000 peoples and more than 200 countries in the world), turning the planet into a “global village”. This required a change in value orientations and a reorientation from a monocultural education to a multicultural one, i.e. multicultural while maintaining its own culture as the core. Multiculturalism is also a personality trait. Under these conditions, folk pedagogy became especially in demand..

The concept of the development of multicultural education

The concept of the development of multicultural education formulates the goals, main directions and strategies for the development of multicultural education at the beginning of the 21st century, which proceed from the need to preserve the socio-cultural situation of pluralism and diversity, to protect the cultural identity of each ethnic community, thereby creating a humanitarian foundation for civil, supra-ethnic principles of social order.

The concept of the development of multicultural education has the following structure:

General provisions

The ideological and content, technological and linguistic components of multicultural (multilingual) education are consistent with the general trends in the development of a single Russian civilization, which has historically united and integrated in its structure the national cultures of the peoples of Russia. Russian civilization is, in principle, polyethnic, multilingual, multicultural and cannot be reduced to Russian national culture. Nevertheless, it is Russian culture that is its central component and plays leading role in working out the ways of civilizational development of the country.

The national and cultural interests of the subjects of the Russian Federation in the field of education involve the restoration of the ethno-cultural and ethno-social functions of the school. However, the education system that grows out of the cultural and historical traditions of the people, addressed to their urgent needs and aspirations for the future, must necessarily develop in the three-dimensional space of national-regional, all-Russian and world culture.

Thus, while preserving the national and cultural independence of the constituent entities of the Russian Federation, the all-Russian civic identity should ensure the socialization of the younger generations in the conditions of a multicultural Russian civilization, prepare them for functional cooperation as part of multi-ethnic civil communities of a regional, Russian, international scale.

Socio-political and socio-cultural landmarks

The ethnopolitical model of the Russian civil nation includes three main levels (floors):

- subnational (basic ethno-cultural), emerging as a community of all peoples, ethnic and sub-ethnic groups, diasporas, confessional communities living in Russia;

- national-territorial (basic political), consisting of the subjects of the Russian Federation;

- supernational (civil, state), uniting the citizens of Russia into a single national community.

The ethno-cultural self-consciousness of the group and the ethno-cultural identity of the individual must be organically built into the national-cultural organism at the basic political level of the subject of the federation, and the ethno-cultural interests of all groups and individual citizens must be ensured and protected on this national-territorial floor of the civil nation. In turn, the national (by no means always coinciding with the ethno-cultural) self-consciousness of the inhabitants of the Russian republics, regions, territories lays the foundation and is consistently integrated into the super-national all-Russian civic identity.

The ethno-cultural self-awareness, which does not coincide with it, is called upon to become the support and organic core of the natural national-civil identity. A multi-level construction of identity, adequate to our conditions, can be represented in the form of a nesting doll. A single Russian civil nation is as poly-ethnic as the nations that are formed within the framework of the national subjects of the Russian Federation. The failure of the "vertical-horizontal" structure of civic consciousness is provoked by the marginalization of the so-called non-titular ethnic groups in the Russian republics. Only if the representatives of these non-titular groups (for example: Russians, Chuvashs, Armenians in Ossetia-Alania, Tatarstan, Chechnya) do not take a position of extraterritoriality, but, along with Ossetians, Tatars, Chechens, are embedded in Ossetian, Tatarstan, Chechen (from the words " Ossetia", "Tatarstan", "Chechnya") national community, it is possible to achieve a consistent national-state consciousness of a federal scale. Regardless of racial, ethnic, religious

Belongings of Specific Citizens The entire population of the republic should be aware of itself as a single segmental civil nation, which at the same time is an integral part of the great Russian nation.

System multicultural education

A full-fledged multicultural education that meets modern requirements and prospects for the development of society, is such an educational system that, within the framework of a single state standard, forms the content of education and upbringing in accordance with the structure of Russian identity, that is, it is guided by the goals of broadcasting the ethno-cultural heritage and national cultures of the peoples of Russia in a broad all-Russian and world cultural and civilizational context.

In the system of multicultural and multilingual education, all existing levels of Russian education must necessarily be represented.

Goals and priorities of multicultural education

The goals of the development of multicultural education are inseparable from the general strategy for the modernization of Russian education, based on the principles of social targeting and the balance of social, ethno-cultural and national interests of citizens. In a single multicultural educational space of the Russian Federation, the interests of each individual must be harmoniously combined with public and state interests.

The structure of identity in the content of education

An insurmountable barrier to the formation of Russian civic identity is the ranking or opposition of citizens along ethnic lines, which takes place on the basic political level of the national-state (read: territorial-federal) structure of the multi-ethnic and multicultural Russian society. The main risk of such

division exists in the system of general education of the national republics and lies in the misunderstood right to choose additional ethno-cultural content and native language.

The additional right to the native language and culture is designed to ensure the interests of small "non-titular" peoples of the federation and all diasporas. The diversity of ethno-cultural and national-cultural interests existing in our country reflects the complex typology of ethnic communities, languages ​​and cultures represented in Russia. Along with the peoples whose homeland (ethnic territory) is part of the Russian Federation, many millions of diasporas of immigrants from other countries live here. Along with the titular peoples of the federation, whose languages ​​are state (Russian - in all of Russia, others - in the national republics), there are small autochthonous peoples who do not have their own national-state institutions. the Constitution of the Russian Federation and Russian legislation in the cultural, linguistic and educational spheres, they create a reliable foundation for meeting the social and cultural needs of each individual, ethnic group, local social or ethnic group, and civil society as a whole.

However, a civil nation is not a genetic-clan and ethno-social, but a territorial-political and national-cultural community. An effective tool for the formation of civic identity can only be the strict obligatory nature of the content of education, adequate to the construction of national-territorial institutions and the value set of cultural and political invariants. At the same time, the universal obligation of the federal component must certainly correspond at the segmental (republican) level with the obligation to study regional content and the state languages ​​of the republics.

Consistent implementation of the principle of obligation will forever save the Russian education system from an imaginary contradiction between the regions, territories on the one hand and the republics on the other. In all cases, the national-cultural accentuation is obvious, corresponding to the ethno-demographic and ethno-territorial basis of the subject of the federation: in the region, territory - national-Russian, in the republic - national-

title. In all cases, the unified Russian civic identity, corresponding to the national-state structure of the federation, remains the unchanging dominant.

In accordance with the ethnopolitical model of the Russian civil nation, the content of multicultural education can be conditionally divided into four interrelated cultural components:

- ethno-cultural, that is, providing a person with the opportunity to identify as a representative of a specific ethno-linguistic and confessional group;

- regional-titular (national-territorial), that is, providing a person with the opportunity to identify as a representative of the national community of a particular subject of the Russian Federation;

- all-Russian (supernational), that is, providing a person with the opportunity to identify as a representative of the Russian civil nation;

- world (universal), that is, providing a person with involvement in global civilizational processes and the possibility of identification as an equal member of the international community.

Reproducing the forms of social and cultural life of the multinational people of Russia, multicultural education will allow students not only to actively participate in intercultural dialogue, but also to better understand their own culture against the background and in close relationship with other cultures of Russian society. At the same time, for the majority of Russian citizens, the above scheme of conditional division turns out to be three-part, since the ethno-cultural component mainly coincides with the regional-titular one.

Basic principles of multicultural education

Determining principles of modern multicultural education:

The principle of succession.

The principle of differentiation and diversity.In information theory

this is called the "law of necessary diversity": the higher the potential for the survival of a system, the more diverse and differentiated its reactions are, as opposed to a variety of external influences. The more complex the internal structure of a society, the more heterogeneous its ethnic and sub-ethnic composition, the more complex and asymmetric its culture, the more chances it has to survive, the more stable and viable it is. Cultural interaction should not lead to averaging, to unification, to the destruction of a specific picture of the world. In the future, the Russian school cannot be anything but multicultural.

The principle of creativity.

The principle of cultural integrity.

The principle of three-dimensional (stereoscopic) picture of the world.The notion of a visual and mental perspective, characteristic of modern culture, requires movement from the present to the past and future, from the native and one's own to the neighboring and the other. Accordingly, the educational description of the world necessarily requires an accurate choice of a didactic position that is adequate to the psychological, cultural, historical and geographical localization of the community to which children belong. It is hardly advisable to begin the study of the surrounding world with an unfamiliar landscape or unknown realities of everyday culture. On the contrary, the movement from the family and home to the country and the world, from the subject of the federation to Russia and the globe– seems quite natural. The formation of Russian civic identity presupposes the rejection of the division of the content of education into several components and the inclusion of the regional content of education in the federal component.

The principle of multilingualism.

The principle of variability.The multivariant combination in the single educational space of Russia of the interests of the individual and the ethno-cultural group with public and state interests requires the rejection of uniformity and unification. An effective structure of the federal component will have to be achieved in one way, but

various means in national-titular republics and national-Russian subjects of the federation. The range of content variability of multicultural education is set by the very presence of regional and ethnocultural content in the federal component. It cannot be excluded (in any case, it should be discussed), for example, the possibility of creating regional textbooks national history- in some cases, this would help to harmonize the process of formation of Russian civic identity.

Languages ​​of instruction

Functional bilingualism, that is, the teaching of some subjects in the native (non-Russian) and some in Russian, is complemented by a different ratio of teaching languages ​​at different educational levels. The native (non-Russian) language is given more attention at the initial stage of education. At the senior, specialized level of the school, along with Russian and native (non-Russian) languages, it can also be used as a language of instruction. English language, since practical possession of it becomes an urgent need of modern man.

Basic principles of multicultural education

The modern national educational ideal, which is the basis for the development and implementation of the federal state educational standard for general education, the basic national values, goals and basic principles of education, is formulated in the "Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen".

As special principles of education that determine the effectiveness of multicultural education in general, the following should be singled out:

- the national and cultural basis of education;

– humanistic openness of education;

- personal orientation of education;

– education of civic responsibility;

– education of purposeful creative activity:

- the basic principle of organized self-development.

The educational principle of organized self-developmentinvolves the creation of a new socio-psychological model of behavior for a member of the Russian civil society, capable of ensuring the normal adaptation and comfortable existence of a person in the modern information society, the equal participation of the bearer of his own national and ethno-cultural tradition in global civilizational processes.

Cultural and historical basis of organized self-development - age classes traditional culture. The organizational basis is children's and youth communities, constituted within the framework of specific educational institutions. Key Features– axiological, activity, developing approach to education, personal responsibility, natural hierarchy of functional competence, competitive forms of climbing its steps.

Conclusion

Comprehensive Program for the Development of Multicultural Educationhas the following structure:

Introduction - The content of the problem of multicultural education - Target setting and objectives of the Program - Mechanism and stages of the Program implementation – System of program events – Resource support and control over the implementation of the Program

The goal of the Program is to create in the Russian Federation a full-fledged system of multicultural education, capable of providing a favorable democratic and humanistic social climate, conducive to harmonization of relations between representatives of all socio-cultural groups of the population in the interests of Russian civic identity.

To implement the target installation, the following main tasks are solved:

– formation of scientific, theoretical and methodological foundations

multicultural education, including the development of educational methods and technologies, the creation of a set of basic curricula, teaching aids and recommendations;

– training, advanced training and retraining teaching staff to work in the system of multicultural education;

– experimental testing of a multicultural (multilingual) educational model in three subjects of the Russian Federation;

- information support for multicultural education, including the creation of regional databases on the results of development and pedagogical experience of multicultural education;

– approbation and publication of educational and methodological kits developed for primary multicultural schools.

The program defines the mechanism and sequence for solving the set tasks.

There are at least two indisputable reasons for raising multicultural education to the rank of state policy. Ontactical levelThe success of overcoming the threats of social instability that arise on the basis of the unpreparedness of young people for life in the conditions of the ever-increasing multiethnicity and multiculturalism of Russian society depends on the development of multicultural education. INstrategic sensemulticultural education is the most important tool for the formation of Russian civic identity.

Only the basic principles of multiculturalism can turn the education system into an effective socio-cultural mechanism that consistently connects the formation of a comprehensively and harmoniously developed personality with the development of national cultures and the strengthening of the supra-ethnic integrity of society.

Bibliography

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The phenomenon of multicultural education. The concept of "multicultural education" is relatively new and is used to refer to multicultural education. The prefix "poly-" is most often used in Russian-language texts, while in general it coincides in meaning with the prefix "multi-" used by Western authors. Historically, the concept of "polycultural education" appeared in the late 60s. 20th century as a result of criticism of the traditional view of education as monocultural, passing on to the younger generations the “only true”, as a rule, Eurocentric civilized culture. Consideration of education from the standpoint of one prevailing culture determined the organization and content of the pedagogical process on the basis of explicit or hidden ideas: about the superiority of one sociocultural group over others. In particular, the dichotomy "civilization - barbarism" in teaching implied the superiority of modern European culture over the cultures of traditional societies.

A different understanding of the world as a multicultural phenomenon, in which different, sometimes significantly different cultural traditions coexist, parallel non-coinciding stable value systems, has led to the need to find a new definition for education that more adequately reflects this understanding of the world. Such a definition was the concept of "multicultural education of a recognizing type", in the USA (mlllticltural edllcation) and later - the concept of "multicultural education of a mutually enriching type" in Europe (intercultural education). Multicultural education proceeds from the recognition of the existence of many equivalent cultures and the affirmation of the beneficial nature of their interaction for modern education and for society as a whole.

According to E. N. Yarkova, which seems to be correct, the philosophical meaning of the phenomenon of multicultural education is revealed by referring it to such fundamental categories of the philosophy of culture as the categories of "cultural monism" and "cultural pluralism" - a monological or dialogic form of understanding the world of culture.

Cultural monism- this is a position based on the absolutization of cultural unity, based on the principles of uniform culture. The history of European education, which in its original forms was monocultural, is the path towards the emergence and establishment of cultural pluralism. Indeed, in the Age of Enlightenment, education begins to be seen as an introduction to European culture, other cultures are qualified as backward, wild, barbaric. In the 19th century The European educational monocultural model of education acquires, in a certain sense, the status of a universal one: in societies that have embarked on the path of modernization, education is interpreted as a process of familiarization with European culture. However, in the second half of the twentieth century. cultural monism as an ideological position and educational strategy is entering a period of crisis. The growth of ethnic and racial consciousness, the expansion of international cooperation, the intensification of migration processes on a global scale contribute to the devaluation of the ideals of monoculturalism.

They are being criticized more and more, and at the same time, the conviction is born that, by freezing the growth of the diversity and complexity of culture, monoculturalism helps to reduce the energy potential of society's survival. Monocultural approaches as counterproductive are opposed to multicultural ones. This trend finds its most striking expression in postmodern philosophy. It is the postmodern discourse, the essence of which lies in the rethinking of old signs and their new filling with meanings, thanks to the joint sign work of the author and the reader, that is the linguistic field on which the term "polyculturalism" grows.

The philosophy of modernism is the assertion of hierarchy. This philosophy has developed approximately since the end of the Middle Ages and justified the vertical, authoritarian structure of society, the state, family, law, social institutions - the hierarchical power of the state over citizens, husbands over wives, preachers over the flock, etc., as well as the lack of tolerance for " otherness." Philosophy of postmodernism began to substantiate a new, horizontal understanding of politics, culture, education, art, science, theology. The processes of further democratization of human life, accompanied by the dispersal of power, the involvement of each member of society in the management and decision-making regarding his fate, the provision of greater rights and freedoms to everyone - these processes are explained by the philosophy of postmodernism. In education, postmodernism introduces the requirements of abandoning authoritarian relations between the student and the teacher, granting more and more freedom to students in the organization of school life, in choosing educational material, methods of mastering it, increasing the importance of developing students' skills of reflective and critical thinking.

Polyculturalism is interpreted as a democratic concept of culture and education, proclaiming the priority of human rights in cultural and public life, the equality of nations and cultural models, the inadmissibility of racism and chauvinism in public policy and private life.

According to O. V. Gukalenko, it is necessary to distinguish between the terms (“multicultural”, “multicultural” and “multicultural”. “Poly-” in Greek means “complex whole”, “multi-” in Latin means “repeatedly repeated ”And, as a rule, consisting of single-order elements, at the same time (“many-” from Old Slavonic means “an excess of something”:

"Unlike multicultural, multicultural education is moving towards a non-linear reflection of a holistic and multidimensional world in the form of an integrative hierarchically organized construct of a new quality."

Absolutization of multicultural education may carry certain risks. This is, firstly, the danger of a certain degree of one-sidedness - by absolutizing the idea of ​​the diversity of the world of culture, multicultural education can level the idea of ​​its unity. Secondly, the results of multicultural education can be expressed in a fragmented, unsystematic worldview of graduates, and the danger of eclecticism in the content of education lies in the possible destruction of the educational organism. Finally, the results of some researchers show that the diversity and quantity of "foreign" cultures, presented in the content of education without organizing an intensive dialogue of cultures, leads only to "folklorism"

worldview of students. All this can lead to certain social consequences- atomization of society, its splitting into isolated social groups.

The subject of culture as the basis of multicultural education. The foundation of multicultural education is the concept of "culture" in the pedagogical sense. When analyzing the normative acts adopted in Russia in Ch. 1 textbook identified trends in the development of multicultural education: from ethnocultural to polyethnocultural and further to tolerance - polysociocultural; from personality-oriented to multipersonal-cultural. Each of these mechanisms uses a different idea of ​​who is the subject of culture.

First, the subject of culture can be understood as a separate people or ethnic group. From this point of view, multicultural education has an interethnic, interethnic character. It denotes the interaction of various ethnic cultures in education in a situation of a pluralistic cultural environment, adaptation to the cultural values ​​of other peoples. Multicultural education removes contradictions between the systems and norms of education of dominant nations and ethnic minorities, ensures painless entry of migrants into a foreign cultural environment, allows them to assimilate new cultural values ​​while maintaining the old national ones, lays civic principles in a child, forms his ability to live in harmony with other peoples and nations.

Secondly, the subject of culture is a social group, including ethnic, religious, territorial, professional, age, etc. Here

multicultural education expands to recognize any social groups that make up society as separate cultures (subcultures), interacting and mutually enriching each other and represented in education. In this sense, multicultural education solves the problems of humanization of relations between people belonging to one ethnic group, and within its boundaries - to various socio-cultural groups that have a "different" cultural identity (political, tribal, gender, religious, etc.).

Thirdly, the subject of culture is understood as a person. This approach is based on the fact that any person in the process of education is able to match and connect different cultures, to act as the subject of a dialogue of cultures. “Polyculturalism is the ability of a person to integrate in his mind different cultural layers, areas, meanings, values ​​... Through constant “communication-action”, a person becomes a true subject of cultural, historical and educational space. With this understanding of the subject of culture, the educational process is built as the interaction of different positions, points of view, ways of thinking - different cultural layers, endowed with their own "voice". In this regard, the principle of multiculturalism provides a heterogeneous, polyphonic structure of the educational space, makes it open, fundamentally incomplete, meaning-generating, provides a constructive dialogue between different cultural worlds. The center of the multicultural educational space is the student as the subject of a personified culture. While conducting a dialogue with other cultures, the student combines in his mind various cultural layers and meanings, independently makes a moral choice, finds answers to vital questions.

Pedagogical understanding of culture and the essence of multicultural education. Let us consider each of the approaches in more detail and single out the concept of "culture" in each of them in the pedagogical sense.

According to representatives of multi-ethno-cultural education, culture is understood as the totality of the spiritual and material traditions of any nation, accumulated and passed down from generation to generation. Large and small ethnic groups are recognized as carriers of culture, the specificity of which is the possession of their own cultural identity: spiritual - self-name, language, ideas, rituals, etc., material - a kind of traditional food, clothing, tools, etc. communities and a sense of a certain genetic unity. In other words, an ethnos is “a cultural community; linguistic community; the status of a national minority or majority”. With this approach, based on the fact that most authors consider the national language to be the main feature of culture, multicultural education is often associated with multilingual education.

Culture is described by the metaphor of an iceberg, in which the visible, above-water part is the national fine arts, literature, dramaturgy, music, folk dances, games, cuisine, clothing, etc.; invisible underwater part - the idea of ​​modesty; the concept of beauty; ideals in raising children; attitude towards animals; models of relations between the head and the subordinate; definition of sin; courtship practice; concept of justice; incentives to work; ideas about leadership; pace of work; group decision making models; the concept of purity; attitude towards those who depend on you; theory of disease; approaches to problem solving; the concept of status mobility; distribution of roles by age, gender, class, profession, kinship; definition of insanity; the nature of friendship; the concept of "self"; models of visual perception (gesture language, facial expression, etc.); ideas about logic and legality; models of emotion management and conversation in various social contexts; concept of past and future; chronological time; preference for competition or cooperation; norms of social interaction; ideas about youth; organization of physical space, etc.

Multicultural education is "the formation of a person capable of active and effective life in a multinational environment, with a developed sense of understanding and respect for other cultures, the ability to live in peace and harmony with people of different nationalities, races, and beliefs."

Multicultural education involves taking into account the cultural and educational interests of different national and ethnic minorities and provides for the adaptation of a person to different values ​​​​in the situation of the existence of many heterogeneous cultures, interaction between people with different traditions, orientation towards the dialogue of cultures, rejection of cultural and educational monopoly in relation to other nations and peoples. Multicultural education is understood as education, including the involvement of the younger generation in ethnic, national and world culture, the development of planetary consciousness on this basis, the formation of readiness and ability to live in a multinational environment.

According to A. N. Dzhurinsky, who uses the term “multicultural education”, it “has many common goals with international education: understanding and respect for other peoples, cultures, civilizations, life values, including the culture of everyday life; awareness of the need for mutual understanding between people and nations; the ability to communicate; observance of not only rights, but also obligations in relation to other national groups; understanding the need for interethnic solidarity and cooperation; willingness to participate in solving the problems of another community and ethnic group...”. At the same time, the differences between multicultural education and international education are “the emphasis on the relationship of cultures, one of which dominates, primarily provides for the development of cultural and educational values, the coexistence of different cultures in a common social space, and adaptation with other cultural values. Accordingly, in multicultural education, taking into account national characteristics is more important than in international education ... multicultural education rejects consolidation based on corporate hostility, opposition to other civilizations and spiritual values. Multicultural education, on the one hand, denies the formation of a person outside the national culture, on the other hand, it contributes to the generation of a multi-identity personality as the focus and intersection of several cultures.

The goals of multi-ethno-cultural education are:

1) preparing students for active and full cooperation in the modern multicultural world, creating conditions and technologies for adaptation and self-realization of the individual in a modern multinational society;

2) studying the traditions of the native culture, the process of processing these traditions within the framework of a new culture, as well as providing assistance and support to representatives of contacting ethnic cultures, fostering mutual openness, interest and tolerance;

3) ensuring constant comparison of two or more native and other cultures in order to develop the ability to identify and critically comprehend the values ​​of each culture, as well as to form one's own culture;

4) the formation of an active position in relation to inequality, the development of the ability to critically perceive stereotypes related to other people and their cultures;

5) approval and development of harmony in relations between schoolchildren, pupils and teachers, as well as between teachers themselves as members of various ethnic groups.

The essence of multicultural education in this approach lies in familiarization with the culture of one's own and other peoples.

Multicultural education takes place when a certain person seeks to understand their specific system of perception, cognition, thinking, their system of values ​​and actions in communication with people of a different culture, to integrate new experience into their own cultural system and change it to suit the foreign culture. Multicultural education encourages, along with the knowledge of a foreign culture, to analyze the system of one's own culture.

Multi-ethnic education reflects the need for people in a disadvantaged or marginalized position to have access to information, to exercise their rights to an equivalent quality education, to adapt to a foreign cultural environment, and to participate in intercultural, interethnic interaction. For representatives of the ethnic majority, multicultural education is a way of developing tolerance towards other ethnic cultures, as well as intolerance towards discrimination and racism.

An ethnocultural education is not a multicultural (polyethnocultural) education, in which the values ​​of one ethnic culture are opposed to the values ​​of others, prompting students to isolate themselves from intercultural interaction, perceive others as "wrong", "stupid" or "backward" - as "opponents".

In polysociocultural education, culture is “interpreted as a historically transmitted system of symbols, values ​​and norms that unites people according to certain characteristics (origin, ethnic characteristics, social class, gender, profession, political views and so on.). Culture is considered as a set of distinctive features inherent in any social group in society - spiritual and material, intellectual and emotional, culture is dynamic and includes a set of accepted views and a set of typical behaviors.

According to G. D. Dmitriev, the phrase “What an uncivilized you are!” is not only meaningless, because each individual has his own unique baggage of culture, but also unproductive for human relationships, since, firstly, it carries an accusatory load, secondly, it offends or humiliates the dignity of a person, thirdly, it decultures him, t .e. deprives him of recognition of any culture at all and leads, as a rule, to an aggressive response. “This approach to the interpretation of culture makes it possible to abstract from the centuries-old elitist interpretation of a cultural individual as a person who knows literature, music, art, rules of etiquette; from the unjustified and discriminatory division of culture (and, of course, its bearers) into high and low, civilized and primitive, complete and inferior, good and bad.

Multicultural education “comes from the fundamental methodological principle that everyone has a culture as a way of life, as a set of mentality, traditions, accent, dialect, dress and hair style, cuisine, rules of behavior, songs, tunes, legends, literature, symbols, gender and physical data, relationships, moral and aesthetic values, education, labor skills, faith, only it - culture - is different. In this aspect, multicultural education goes beyond the scope of multicultural education, since it is commonly believed that the causes of conflicts, violence and intolerance lie not only in the area of ​​ethnic differences, but also in subcultural ones. The question of the boundaries of this concept has been the subject of many discussions, but it still remains open. The main problem here is whether it is possible to consider any subculture endowed with an equal status, for example, the subculture of homosexuality with its demonstrative outrageousness or some fanatical movements of Islam that substantiate the ideology of terrorism.

The goals of polysociocultural education” are:

1) development of the ability for active and full cooperation in the modern multicultural world, the formation of an idea of ​​the versatile cultural exchange processes taking place in the world and the multi-level structure of each culture, about culture as a social construct and about the diversity of modern multicultural communities home country and other states;

2) cultural self-determination of the individual by means of the native and studied languages;

3) the development of tolerance towards a foreign way of life, respect for foreign subcultures, a different way of thinking, the development of the ability to differentiate within a foreign culture, the integration of elements of other cultures into one's own system of thinking.

The essence of multicultural education in this approach is the familiarization of students with the traditions of subcultures that make up the cultural diversity of their own country, the formation of a multi-layered identity, as well as the transformation of the dominant culture as the basis of education through integration with other cultural values. “A special share in multicultural education should be given to the representation of the variability of the cultures of the native country, region, locality, etc. This can contribute to the formation of students' ideas about cultural diversity as a norm of coexistence and mutual development of cultures in modern multicultural communities ... such variability and diversity of thematic content of curricula is necessary to create conditions for students to better understand themselves in the spectrum of cultures - the cultural self-determination of the individual.

Using the example of learning foreign languages, it can be shown that it is not a multicultural (polysociocultural) education: 1) "... if students get acquainted only with the culture of the country of a foreign language, and even then only a certain group of people - without comparison with their own culture - without" -study";

2) if the demonstration of individual socio-cultural groups of the country of the language being studied is not accompanied by demonstrations of “the places of this group in the spectrum of cultures of the country of the language being studied, its contribution to the formation of a unified system of values ​​and cultural and historical heritage of the country”; 3) if there is “... a learning process, during which a negative attitude towards any of the cultural groups can be formed ... because value judgments about the “other” culture from the position of “own” put cultures in a hierarchical, not parallel row"; 4) if "an active life position of students is not formed and their critical thinking does not develop."

According to representatives of multipersonal-cultural education, culture is understood as the simultaneous polyphonic sounding of independent, non-merging consciousnesses and voices of different subject-authors, while “culture has no internal territory: it is all located on the borders, the borders pass everywhere, through every moment her ... And each act essentially lives on the borders ... ". A culture exists when it intersects in its horizons with another culture at the boundaries of these intersections, it becomes clear what is the originality of each culture's answers to significant and similar for different cultures ultimate questions about man and the world. At the same time, each culture is a constantly ongoing dialogue of the voices of poets, artists and theorists, as well as internal voices that permeate every part of human consciousness. "Culture is a self-determined reality that creates its own space in a multitude of moving boundaries and its own time, manifested in the laws of its historical development." Culture is complex and multidimensional - many independent subcultures interact in it.

It is important that modern culture acquires the ability to self-knowledge only if it enters into a dialogue with another culture: “We pose new questions to a foreign culture, which it did not pose to itself, we are looking for an answer to these questions in it, and a foreign culture answers us, opening up before us new aspects of ourselves, new semantic depths... With such a dialogic meeting of two cultures, they do not merge and mix, each retains its unity and open integrity, but they are mutually enriched.

The mechanism of birth and the mode of existence of culture is dialogue, as “a combination of unmerged voices” (M. M. Bakhtin). Here, for multicultural education, it is fundamental to understand each person as a unique world of culture, interacting with other personalities-cultures, creating himself in the process of this interaction. “Polyculturalism is conceived as an integral characteristic of every unit of human consciousness and activity, including educational, every text of culture, every form of cultural consciousness: science, religion, philosophy, art, etc. ... the main sphere in which dialogic communication of various cultures is carried out is the inner world of a person, his own place in the educational space.

In this approach, multicultural education reflects all the diversity of cultures in their multifaceted, not only external, but also internal dialogue - not only an ethnic group or another social group, but also a person is defined as carriers of culture. "The diversity of culture is, first of all, the diversity of personalities, their dialogical communication at a school lesson or in a great time of human life."

The goals of multipersonal-cultural education are:

1) a person who cognizes and creates culture through dialogic communication, exchange of meanings, creation of "works" of individual and collective creativity, realizing himself in texts;

2) personal semantic development of students, supporting the individuality, uniqueness and originality of each individual, its ability to self-change and cultural self-development.

The essence of multicultural education in this approach lies in the fact that each student, mastering cultural layers, conducting a dialogue between them, makes discoveries in them and in himself, while experiencing the awakening of new mental and spiritual forces, the corresponding areas of culture become "his world" , the space of possible self-realization. Thus, multicultural education is based on an interdisciplinary creative approach and is aimed at the formation of cultural reflection, as a result of which the cognizing subject rises above various ethnocultural paradigms of seeing the world and man.

Thus, multicultural education is an education that relies on two or more cultural traditions in their dynamic conjugation and ensures the formation of images of culture and itself as a result of creative intercultural mutual enrichment. At the same time, each student is encouraged and carries out cultural self-determination in the world of ethnic groups, state-territorial formations, humanity.

Depending on who is recognized as the main subject of culture - a large social group-ethnos, another large or small social group or an individual, one can distinguish such types of multicultural education as multi-ethno-cultural, poly-socio-cultural, multi-personal-cultural.

Since the beginning of the 80s of the 20th century, the benefits of multiculturalism have been emphasized in multiethnic countries and the concepts of multicultural education have been developed, which are gradually conquering the world educational space. They are based, in particular, on the thesis that "no culture is an uninvited guest in the history of mankind, and no person should be considered as a cultural impostor" .

What then is understood today by a multi-ethnic society and, accordingly, what are the concepts of multicultural education? The ideologists of the movement in support of multicultural education recognize as erroneous:

· the interpretation of a multi-ethnic society as a "melting pot", because a person, on the one hand, in most cases, stably adheres to his basic culture, and on the other hand, he can combine belonging to several cultures;

understanding of a multi-ethnic society as consisting of a “mosaic” of various cultures and ethnic groups, since the development of any culture cannot be considered in isolation from the processes of intercultural mutual influence;

· consideration of the problems of a multicultural society exclusively through the opposition of "majority - minority" due to the coexistence of many ethnic minorities within the same society and their interaction with each other.

However, no matter how broadly intercultural education is understood, for the school it is quite reducible to a certain set of priority educational tasks:

personal development every child which implies an individual approach to it;

· development ethnic and cultural literacy of children, that is, the achievement of a certain level of awareness about the peculiarities of the history and culture of all ethnic groups represented in society - one's own and "foreign";

formation intercultural competence of children, that is, not only a positive attitude towards the presence of various ethnic and cultural groups in society, but also the ability to understand their representatives and interact with partners from other cultures both in everyday and educational contexts;

children's awareness mutual influence and mutual enrichment of cultures in the modern world, the development of integrative processes.

Multicultural education programs should aim to reduce the neglect of other groups; strengthening the importance of humanistic values; the creation of supra-ethnic groups and intersecting identities; organization of intergroup contact under favorable conditions; awareness of the discrepancy between declared values ​​and behavior; generalizations of positive experience of interaction with members of other groups.

The use of numerous gaming techniques allows students to establish mutual understanding with peers of other nationalities in real interaction.

The main task for the teacher is to provide each child with the opportunity for maximum self-expression. The value of such a program for children lies in the fact that they:

· acquire the first experience of realizing their own ethnic stereotypes and prejudices;

get impressions about other peoples and cultures in live direct communication with peers;

· acquire the ability to appreciate in themselves and in others individuality and dissimilarity, due, among other things, to ethnic differences;

· begin to appreciate multilingualism by learning to express their experience verbally.

Learning tasks to Chapter 4. "Training and education in a multicultural society"

Task 4.1. Do the following practice exercises:

1. A.K. Baiburin, outlining the verbal components of etiquette, believes that the ethnic specificity of the speech behavior of interacting persons is reflected in the following points:

Who says the first greeting (sitting or standing, traveler or rider, man or woman, etc.);

In what cases does communication come down to an exchange of greetings, and in which a more detailed conversation is required and what it depends on;

What appeals are used;

Is there a special relationship to the pace of speech, pauses, silence, intonations;

Standard topics of conversation; what questions / answers are included in the mandatory minimum of communication;

What topics, questions, etc. considered forbidden or indecent; whether euphemisms, omissions, allegories and other language symbols are used in such cases;

When is it possible to move from the etiquette part of the conversation to a business conversation /

2. Fill in the correct answer in the missing places in the following sentences. Color means or symbolizes:

Red: in America - love, in China - kindness, celebration, good luck, in Russia - high activity, aggression, struggle, in India - ...... ..;

Yellow: in America - prosperity, in Russia - sunshine and separation, in Syria and Japan - mourning, death, in India -….…….;

Green: in America - hope, in China - luxurious life, in India - …………;

Blue: in America - faith, in China - one of the mourning colors, in India - truthfulness;

White: in America - purity and peace, in China - meanness, danger, mourning, in Europe - youth, purity, in Russia -…………;

Black: in America - symbolizes a difficult, emergency situation, in China - ………...

3. "Guess who we are talking about"

Here are the stereotypes of representatives of several nations. Please identify which peoples these characteristics refer to:

(1) Generous, patient, simple-minded, disorganized, broad nature, likes to drink, fair, open.

(2) Polite, restrained, pedantic, unsociable, unperturbed, conservative, neat, conscientious, graceful.

(3) Aggressive, greedy, vindictive, lazy, impudent, dishonest, immoral, rude.

(4) Elegant, gallant, talkative, deceitful, charming, depraved, miserly, frivolous, uninhibited.

(5) Neat, pedantic, executive, economical, uninteresting, caustic, restrained, stubborn, efficient.

(6) Talented, kind, fair, hardworking, charming, strong, self-confident, honest.

(7) Proud, traditional, respectful of elders, vindictive, hospitable, slightly arrogant.

Task 4.2. Review and discuss in small groups the following situations:

A. It happened in the North Caucasus. In the morning, Barasbi and his guest from Russia, Ivan, along with other guests, gathered near the bus to go to the village where the Caucasian wedding was to take place. Barasbi invited Ivan to sit in the front seat, and he himself stepped aside to resolve some issues regarding the organization of the celebration. Since the bus began to quickly fill up with guests, our hero took the next seat for his friend. After some time, a venerable old man in a large hat entered the bus and was about to sit next to Ivan, but he politely informed him that the seat was taken. Despite this, the Caucasian did not leave, and Ivan was forced to try again to explain to him that the place was occupied, and point out the many empty seats in the back. At this time, Barasbi entered the bus, hurried to the elderly man, helped him sit down in the chosen seat and apologized to him for a long time. Ivan was at a loss, all the way he was tormented by an unpleasant feeling that he had done something wrong.

How do you think Barasbi Khachimovich explained what happened to Ivan Ivanovich? Choose the answer that suits you best.

1. The venerable elder occupied this seat earlier, which is why he tried so persistently to sit on it.

2. The venerable elder did not speak Russian, so he did not understand Ivan, deciding that he wanted to give him his place.

3. The venerable old man did not want to sit next to the “stranger” and hoped that he would force him to go deeper into the bus, sitting in the seat occupied by Barasbi.

4. The venerable elder acted on the basis of the principles that had developed throughout his life.

B. At the wedding, which took place in the North Caucasus, the guest from Russia, Ivan, was shown all sorts of signs of respect and was put in one of the places of honor. He ate national dishes with pleasure, observed table customs with interest and listened to folk music. However, amid the noise and merriment, he suddenly noticed that the bride was bored alone in the corner, was silent, her head bowed and did not touch her food. Ivan felt sorry for the girl, and he decided to entertain her somehow. Resolutely going to the bride, our hero invited her to dance. But the bride, instead of rejoicing, turned pale and lowered her head even lower. But the men standing nearby became visibly alarmed, grabbed Ivan by the arms and took him to another room, leaving him there for reflection. Our hero was completely upset: after all, he wanted the best ...

What explanation did his friend Barasby give for what happened?

1. The groom is terribly jealous and called for help from other men "to restore order."

2. The bride is very shy, and the men helped her get rid of the attention of an obsessive guest.

3. During the wedding, the bride occupies a special position, and she cannot be active.

4. Any wedding in the Caucasus is not complete without a fight, and Ivan's behavior was perceived as an excuse to start fights.

C. After the Caucasian Barasbi explained to his friend from Russia, Ivan, what was his incident in the situation with the bride, Ivan apologized and went to unwind in the garden, singing a cheerful song to relieve tension. But then on his way there was a group of talking guests - Caucasians, and in order to go further along a rather narrow path, he had to maneuver between them. Ivan tried to look as affable and benevolent as possible and, continuing to sing, patted some of them on the shoulder. However, the guests reacted to him not quite in a friendly way and literally pushed him out of their circle. Slightly crumpled, bewildered and completely bewildered, Ivan hurriedly went to the hotel.

What happened? Choose an appropriate explanation for the situation.

1. In the North Caucasus, there is a ritual rite of friendly brawl with a guest as a way of expressing great respect for him.

2. The guests in the garden were offended by how and what Ivan sang.

3. Ivan interfered with the communication of the guests.

4. The guests were drunk and confused Ivan with someone else.

G. A Russian history teacher Alexander Dmitrievich was sent to work in one of the rural schools in Ingushetia. The teacher quickly won the trust and respect of the children, as his lessons were very interesting and the grades were fair. At one of the lessons, Isa, a student of the 10th grade, took out an expensive and beautiful knife from his pocket and began to demonstrate it to his classmates. The teacher silently approached the young man, took the knife and placed it on his table. The student, in response to such an act of the teacher, silently left the classroom. In the evening, Ingush men came to the teacher's house, led by the boy's father. An unpleasant conversation took place: the men demanded from the astonished teacher not only the return of the knife to Ise personally, but also an apology to the boy.

How would you explain to Alexander Dmitrievich the behavior of the boy's father and the men who came with him?

1. Ingush men are very quick-tempered and when solving interpersonal conflicts they show excessive emotionality.

2. Men came to Alexander Dmitrievich in a state of intoxication.

3. The men considered that Alexander Dmitrievich offended Isa by his act.

4. The men wanted to “survive” the teacher from the village in this way.

D. The Takheurman family came to Moscow from Dagestan. The boy continued his studies in the eighth grade, where he was placed at the same desk with the Russian girl Masha. Masha liked Takhsurman: he did not pull her braids, treated her to fruits, shared pencils and erasers. In the class where Masha and Takhsurman studied, it was customary to clean the office in pairs of students sitting at the same desk. When it was the turn of Masha and Takhsurman to be on duty, the boy quickly left the school, flatly refusing not only to clean the office, but even to bring water to wash the floor. Masha could not understand why Takhsurman, always so polite and attentive, behaved so unworthily.

How would you explain Takheurman's behavior to Masha? Choose the appropriate answer.

1. Tahsurman was a lazy boy and did not like to do work on

2. Tahsurman fell in love with Masha, but did not want to show her his feelings. On the contrary, he wanted to show that he was not going to follow her instructions.

3. Tahsurman hurried to the sports ground, where his friends were waiting for him.

4. In Dagestan, Takhsurman did not take part in cleaning the classroom.

Dzhurinsky A.N. Education in Russia and abroad. M., 2012.

Zhukova O. G. Multicultural education. Kazan: Publishing House of the Kazan State. un-ta, 2008.

Kadyrova F. M., Agafonova N. A. Multicultural education: an innovation-oriented course. Kazan: New knowledge, 2006.

Topic 5. Multicultural education in Russia

The current state of multicultural education in Russia

The concept of multicultural education in Russia

To date, the problem has become relevant for almost all regions and territories of Russia, to a greater extent for megacities and large cities, but to an increasing extent for small towns, as well as rural settlements. In order to find adequate ways to resolve it, it is important to know the circumstances under which the polyethnicity of the population of a given territory has developed: was it historically formed in the process of its settlement and development, or did it turn out to be such as a result of migration processes that have intensified in recent decades? In each individual case, a detailed analysis is necessary in order to identify the specifics of the situation and choose measures that allow a comprehensive solution of this complex social problem by means of education, taking into account all-Russian approaches and norms. Today it is superfluous to prove that a balanced policy in the field of education is necessary, taking into account both the national interests of Russia and the national and cultural characteristics of the peoples of Russia. Unfortunately, this position is not directly reflected in the fundamental documents on the modernization of education, and therefore does not receive direct access to new models and mechanisms for managing educational systems. At the same time, without solving this problem, it is impossible to fully set and solve the tasks of modernizing education, educating the younger generation in the spirit of high morality, religious tolerance, readiness for intercultural interaction in conditions of complex social relations. In the scientific and pedagogical community of Russia, there is a discussion related to the search for ways to humanize and humanize education, with the definition of a new socio-cultural type of personality, which should be formed in the educational process with a combination of general cultural development and the utmost preservation of national and regional cultural traditions. Aspects in which the problems of multicultural education are studied are extremely diverse and are reflected in the works of E. V. Bondarevskaya, V. P. Borisenkov, O. V. Gukalenko, Yu. S. Davydov, A. N. Dzhurinsky, M. N. Kuzmin , Z. A. Malkova, L. L. Suprunova and others. Multicultural space is considered in different aspects: as a phenomenon of culture, and a mechanism for the transfer of social experience, and the sphere of pedagogical values, and a link in the pedagogical culture of a teacher, and a new information environment. Without denying the importance of individual aspects, their theoretical and practical significance for creating scientific potential and a full-fledged multicultural environment in Russian education, we note that a comprehensive solution of the most complex tasks is possible only if innovative management models are created that incorporate not only the most valuable experience of multicultural education, but and modern means of effective management. However, the managerial aspect is the least developed. We believe that the threat of social instability arising in any state due to the unpreparedness of young people for life in an increasingly multi-ethnic society and a multicultural environment dictates the need to raise multicultural education to the rank of state policy. Unfortunately, in Russia there is no state program for the formation and development of multicultural education at the conceptual level. The period of socio-economic reforms and modernization of the public education system has demonstrated individual episodic, poorly regulated (and currently fading) bursts of interest in overcoming numerous difficulties and barriers in the field of content, forms of organization and methods of education, taking into account the multinational population.

The most striking episodes are the stimulation of the development of national education, which sharply intensified in the early 1990s. 20th century in connection with the ongoing sovereignization of the republics within Russia; fixing the national-regional component in the structure and content of general education, as well as proclaiming as one of the goals of education a tolerant consciousness as a basic characteristic of a person in modern society and the emergence of a corresponding federal target program. The process of reorganization of the national school was initially met with enthusiasm in the national republics, since it was associated with the socio-cultural revival of peoples and ethnic groups. The national school began to be regarded as a means of reviving, growing and strengthening ethnic self-awareness, national culture. During this period, a new educational concept was formed. However, the concepts of national schools were formed and discussed, as a rule, by philologists and elementary school teachers, which led to a controversial situation. The goals that were set for national education were reduced almost everywhere to two positions: 1) the development of the culture of an ethnos is impossible without expanding the sphere of functioning of its language and the circle of its speakers; 2) it is necessary to form an individual ethnic identity, outside of which the degradation of the personality occurs. The social consequences of such education, in particular, those that are due to the subsequent socialization of graduates in multinational Russia and in the open world community, turned out to be out of sight of the ideologists of the national school. In addition, there was a surge in the development of national schools that met the needs of the ethnic identification of young people, the growth of national self-awareness. However, the departure from multiculturalism had its consequences in ethnocentrism, ethnic intolerance, the growth of aggressive manifestations, and the weakening of traditional cultural ties. Growing contradictions led to the emergence of a point of view according to which "the construction of a national school does not have a fundamental theoretical basis" . The problem still cannot be considered solved, and pedagogical science and practice are trying to determine the measure in the ratio of national and supranational in Russian education.

At present, when the mixing of languages ​​and cultures has reached unprecedented proportions, the problem of fostering tolerance for foreign cultures, awakening interest and respect for them, and overcoming the feeling of irritation from the dissimilarity of other cultures has become acute. This is what caused the general attention to the issues of intercultural, international communication. Close attention to the problems of intercultural communication, on the one hand, is associated with the creative motives of interest in other cultures, the desire to enrich one's culture with the experience and originality of other cultures, on the other hand, with the disturbing trends of "cultural conflict" associated with political and economic upheavals on a global scale. which lead to an unprecedented migration of peoples, their resettlement, resettlement, collision, mixing. Native culture, according to S.G. Terminasova, is perceived as a shield that protects the national identity of the people, and a deaf fence that separates from other peoples and cultures. Through the efforts of the rational and peaceful part of humanity, new opportunities, types and forms of communication are opening up, the main condition for the effectiveness of which is an attempt at mutual understanding, a dialogue of cultures, tolerance and respect for the culture of communication partners. Naturally, the pedagogical community cannot stand aside from these processes and takes an active part in them.

The formation of the linguistic and multicultural personality of the student and contributes to the creation of a new educational environment as an important factor in modern civil society.

First- teaching tolerance, tolerance of cultural differences, the formation of readiness to allow deviations from generally recognized standards. Second– understanding and acceptance of another culture, learning and supporting the cultural differences with which children come to school. Third- Respect for cultural differences. And finally fourth- assertion of cultural differences.

The purpose of the educational system at school:

​  To increase motivation for cognitive activity through interest in the personality of the teacher, through the activation of the civic public role, through participation in a program aimed at studying, preserving the national and world cultural heritage, developing interethnic relations among representatives of ethnic groups.

​  To teach students to be and live free people, able to take responsibility for themselves and their actions, to maintain human dignity.

it is impossible to understand and accept a particular person without knowing his lifestyle, family circumstances, character traits and actions, that is without talking to him. It is also impossible to understand a whole nation if you do not get acquainted with its history and culture. How can this be done most efficiently? Very simple: you just need to communicate with its representatives.

"Education among schoolchildren of a tolerant attitude, respect for national and universal values, development of the ability to understand and accept one's own and other cultures."

In Russia, multicultural education is a democratic response to the needs of a multinational population. The problem of multicultural education sharply aggravated due to the increased in the 1990s. the flow of immigrants from countries near and far abroad.

If in other countries the ethnic factor often contributed to the cultural isolation of one national group from another, then the Russian ethno-federative system developed differently. Russian ethnic republics are considered the homeland of certain ethnic groups. By the time of the collapse of the USSR, nationalist ideas were not clearly expressed in most of the autonomous republics. Russians make up an absolute or relative majority of the population in 12 of the 20 originally existing ethnic republics of the Russian Federation, and in six of them an absolute minority of the inhabitants belong to the representatives of the titular ethnic group (for example, in the Republic of Sakha (Yakutia) only 33% of the population are Yakuts).

The Russian people, Russian culture remain the main intermediary with world culture for other nations and ethnic groups. At the same time, it must be taken into account that the peoples of Russia belong to different civilizational types and, therefore, need different models of education. So multicultural education in Russian conditions means an integrative-pluralistic process with three main sources: Russian, national (non-Russian) and universal.

In Russia, the situation of cultural diversity determines the strengthening of the ethno-cultural orientation of education and upbringing with the growing role of native languages ​​as the guardians of ethnic values ​​and the Russian language as an instrument of interethnic communication and a translator of Russian and world culture.

Multicultural education in Russian conditions can be defined as the introduction of the younger generation to the low-ethnic, Russian, national (Russian) and world cultures for the purpose of spiritual enrichment, as the development of planetary consciousness and the formation of readiness and ability to live in a multicultural environment. Such an understanding of multicultural education, in principle, coincides with global interpretations, which suggest that the content of education and training is drawn simultaneously from the culture of a small ethnic group, the dominant nation and world culture.

As in other multinational communities, the main goal of multicultural education in Russia can be defined as the formation of a person capable of effective life in a multinational and multicultural environment, with a heightened sense of understanding and respect for other cultures, the ability to live in peace and harmony with people of different nationalities, races. , beliefs. From this goal follow the tasks of multicultural education: mastering the culture of one's own people; education of ideas about cultural pluralism in the modern world, a positive attitude towards cultural differences; creation of pedagogical conditions for the integration of cultures; development of behavioral communication skills with representatives of other cultures and ethnic groups; education in the spirit of peace and cooperation.

The ideas of multicultural education are being developed in parallel with the ideas of folk pedagogy (ethnopedagogy) and the pedagogy of forming a culture of interethnic communication. The developers of ethnopedagogy are primarily focused on the educational problems of one (usually small) ethnic group and analyze the perspective of education with an emphasis on national traditions.

The pedagogy of the formation of a culture of interethnic communication deals with the education of Russian patriotism, friendship between peoples and religious tolerance and sees the foundation of such education in the relationship of local, national, national (federative) and all-human components of education. Such a concept comes from understanding education as a sum of autonomous components, including ethno-cultural knowledge about a particular people, which are considered as a means of transmitting the spiritual values ​​of the native culture, the formation of a national character and self-consciousness.

A number of domestic theorists of multicultural education (M. N. Kuzmin and others) consider the “component approach” to be unproductive and see it as a source of self-isolation and the growth of nationalist tendencies in the education of non-Russian ethnic groups. In contrast, a pedagogical organization of the movement of a non-Russian schoolchild from his native culture to the culture of Russia and the world is proposed. We are talking about education on a dialogic intercultural basis, which will ensure the harmonization of national relations and the modernization of various ethnic groups. The purpose of such a dialogue is the inclusion of the individual in cultural experience, awareness of the specifics and closeness of different civilizational types, cultural diversity as a condition for the development of society and the individual in a multicultural social context.

Multicultural education takes into account the objective discrepancy between the cultural needs of individual ethnic groups and the all-Russian state goals of upbringing and education and involves training according to uniform federal standards with the introduction of a regional component into the educational standard. If the federal standard is aimed at ensuring a unified educational space in Russia, then the national-regional one is aimed at giving education nationally significant features, reflecting in the content and educational process historical, socio-cultural, natural, economic, environmental and other specific features and problems of a particular region.

The totality of the features and problems of the region makes it possible to define the national-regional component as a set of norms and requirements for the structure and the Mandatory minimum content and level of training of graduates in the region, which has nationally significant traditions of the people living in the region.

According to this approach, the Ministry of Education of the Russian Federation in the early 90s. 20th century emphasized the need to create many national schools, which, on the one hand, provide the Unified State Standard of Education and Education, and on the other hand, introduce them to the national (ethnic) cultural tradition, i.e., educate a person capable of living in a multicultural environment. Such conditions are supposed to provide education, the initial stage of which plunges into the elements of native culture and language, and the middle and higher stages lead to the all-Russian and world cultural space. As a result, multicultural education is the result of the interaction of the culture of a small ethnic group, Russian culture, the multinational culture of Russia and world culture.

The development of education in the modern world is a multilateral process, the scale and results of which are very significant. There have been decisive changes caused by the changing needs of human civilization, the need to translate these new needs into pedagogical language.

Principles, functions, content, methods. Multicultural education focuses on several pedagogical principles:

education of human dignity and high moral qualities; education for the coexistence of social groups of different races, religions, ethnic groups, etc.; education of tolerance, readiness for mutual cooperation.

The main function of multicultural education is, first of all, the elimination of the contradiction between the systems and norms of education and training of dominant nations, on the one hand, and ethnic minorities, on the other. Mutual adaptation of ethnic groups is supposed, the refusal of the ethnic majority from cultural dictates.

The functions of multicultural education include:

the formation of ideas about the diversity of cultures and their relationship; awareness of the importance of cultural diversity for the self-realization of the individual; fostering a positive attitude towards cultural differences; development of skills and abilities of interaction of carriers of different cultures on the basis of tolerance and mutual understanding.

Multicultural education pursues 3 groups of goals that can be designated by the concepts of "pluralism", "equality" and "unification": 1) respect and preservation of cultural diversity; 2) on supporting equal rights to education and upbringing; 3) on the formation in the spirit of national political, economic, spiritual values.

The key goals of multicultural education are multi-stage. So, when cultivating respect for other cultures, tolerance (tolerance) is only the beginning of familiarization with other cultures. This should be followed by understanding, respect and, finally, active solidarity. Further, concepts such as interaction, interdependence, and interchange based on an understanding of the characteristics of different cultures are recognized.

The goals of multicultural education are also multistage in solving problems of equal rights to education. We can talk about overcoming the lag in the intellectual and social development of ethnic groups through compensatory education. Appropriate policies usually address national minorities (African Americans, for example), but can also be addressed to the national majority, as, for example, in the Republic of South Africa, through the creation of educational institutions - bridges to prepare African children for schooling.

The problem of guaranteeing the right to education is also relevant for national minorities that are not inferior to the leading ethnic group in terms of cultural development and education, but need to protect their cultural values ​​(Russian-speaking in the Baltics, European minorities in Canada, for example).

Multicultural education is both knowledge acquisition and appropriate education, "the transmission of more accurate and perfect information while respecting minority groups, overcoming prejudice and promoting tolerance, improving the academic achievement of minority students, promoting the ideals of democracy and pluralism."

Multicultural education should be considered as part of pedagogical efforts that ensure the cultural and social identification of the individual, open to other cultures, nationalities, races, and beliefs.

Summarizing what has been said about the functions, goals, content of multicultural education, it can be argued that it is intended to create a pedagogically favorable mutual enrichment of the minor and dominant cultures, resulting in the formation and self-determination of the individual. It means taking into account the cultural, educational and educational interests of ethnic minorities in a pluralistic cultural and national environment and the leading role of the culture of the main ethnic group. In the course of multicultural education, there is a mutual enrichment of large and small ethnic groups without infringing on the latter in the spirit of the ideals of a democratic civil society.

The problem of organizing multicultural education is essential. One of the main methods of such an organization is the appropriate study of certain academic disciplines. The ideologists of polyculturalism believe that the presence of a multicultural component in academic disciplines allows solving a dual task: to stimulate children's interest in new knowledge and at the same time offer different points of view on the world around them.

At the same time, bilingual and multilingual education (native language, the language of the dominant ethnic group, foreign languages) remains the leading one. In this regard, special attention is paid to the cultural orientation of philological education. Scientists rightly argue, for example, that the study of foreign languages ​​not only serves to communicate, but also allows you to join in various ways of thinking, feeling, behavior, and other human values.

Multicultural education is multidisciplinary. In addition to languages, a wide range of disciplines of the humanities, aesthetics, and natural sciences are studied during its implementation. Sonia Nieto (USA), Le Than Thoi (France) argue in this regard that multiculturalism should permeate all subjects of the curriculum.

Thus, it is proposed to teach literature, history and social science, giving unbiased assessments, avoiding both Eurocentric and Eastern-centric approaches. For example, in the study of social science, one should help to understand why Islamic fundamentalism does not accept Western secular statehood. The course of literature should include the study of the masterpieces of different world civilizations.

The teaching of literature, built on the principles of comparativeism, with an emphasis on the best examples of world literature, will illuminate the universal essence and richness of shades of human nature. The study of history should show the connection between peoples and cultures, the significance of cultural contacts with the surrounding world in the creation and enrichment of the greatest civilizations (for example, the role of Buddhism that came from India in the spiritual life of China and Japan).

Multicultural education is carried out within the framework of institutional and continuous education. Therefore, it should be not only the concern of educational institutions, but also the cultural and educational centers of the family, the Church, public associations, and the media.

It can hardly be argued that multicultural education offers original pedagogical forms and methods. They use active methods that have already proven their effectiveness and have found recognition in pedagogy: dialogue, discussion, modeling, role-playing games, reflective methods, etc. It is appropriate to apply such a technique, taking into account the goals, functions, and content of multicultural education. So, with the socio-cultural identification of a person, historical stories, the study of local customs, etiquette are effective; when mastering the concepts of multiculturalism - lectures, heuristic conversations, work with sources; in developing intercultural skills Multicultural education has much in common with international education. The results of multicultural education, as well as international, should be:

understanding and respect for other peoples, cultures, civilizations, life values, including the culture of everyday life; awareness of the need for mutual understanding between people and nations; communication skills; awareness of not only rights, but also obligations in relation to other social and national groups; understanding the need for interethnic solidarity and cooperation; willingness to participate in solving the problems of another community and ethnic group.

communication - dialogue, etc.

The concept of the development of multicultural education

In Russian federation

General provisions

The education system is the most important institution of social reproduction and state security, a leading factor in the preservation and development of national cultures and languages, and an effective tool for the cultural and political integration of Russian society.

It is especially important to ensure civil peace and social stability, to create a favorable regime for the socialization of new generations at the present stage of Russian modernization, which is taking place in the conditions of the growing variability of the modern world.

The effectiveness of political and civil institutions, the integrity of the territory, the social motivation of the population, the success of economic reforms, and ultimately the future of our state is largely determined by the irreversibility and pace of the formation of the Russian political nation. Therefore, the modernization of Russian education, based on the general trends of world development, must necessarily reflect the interests of Russian society and the state associated with the formation of Russian civic identity.

A holistic innovative system of multicultural education that takes into account state interests, national and ethnocultural characteristics of the population, the conditions for intercultural dialogue and the tasks of designing interethnic and interfaith harmony can ensure the satisfaction of such a request.

The development of a multicultural education system is an integral part of the overall strategy of cultural development, which proceeds from the need to preserve the socio-cultural situation of pluralism and diversity, to protect the identity of each ethnic community, thereby creating a humanitarian foundation for civil, supra-ethnic principles of social order.

The most important socio-political prerequisites for multicultural education in Russia are the formation of democracy and civil society; integration into the world cultural and educational space; strengthening the fight against manifestations of chauvinism, racism, ethnic egoism.

The Concept for the Development of Multicultural Education in the Russian Federation (hereinafter referred to as the Concept) has been developed taking into account the national (nationwide), national-regional and ethno-cultural needs of the multinational people of Russia.

The concept is based on an analysis of world and domestic trends in the development of education, takes into account the latest conditions for the functioning of education in Russia and develops the basic principles of the educational policy of the state.

The concept formulates the goals, principles and main directions for the development of multicultural education in Russia.

The concept was developed on the basis of:

the Constitution of the Russian Federation;

Laws of the Russian Federation "On Education", "On Higher and Postgraduate Professional Education", "On the Languages ​​of the Peoples of the Russian Federation";

Concepts of the state national policy of the Russian Federation;

Concepts of modernization of Russian education for the period up to 2010; National Doctrine of Education in the Russian Federation (for the period up to 2025).

Sociocultural landmarks

The experience of social experiments of the XX century. led the world community to abandon the ideas of ethno-cultural unification and affirm the ideal of the cultural diversity of mankind. Today it is generally recognized that a true culture can only be built in accordance with one's own past, while keeping in mind one's own future, and the strengthening of the cultural independence of peoples favors the expansion of contacts and the rapprochement of cultures.

Russia has historically united in its composition many countries and peoples that differ in language, culture and religion. At the same time, the Russian Federation is no exception in terms of polyethnicity and multiculturalism - these are the conditions in which most of humanity lives. The real difference between Russia and most other countries lies in the unique association on its territory of societies that differ in the level of social and cultural development.

The multi-ethnic composition of the population, the free coexistence and active mutual influence of different ethnic traditions and languages ​​give the general cultural and civilizational potential of Russia a special stability and openness.

Russian education should be based on such systemic principles that will make it possible to turn it into an effective socio-cultural mechanism that predetermines the supra-ethnic integrity of society and solves the problems of spiritual and moral development and education of the personality of a citizen of the Russian Federation.

The multidimensional ethno-political and ethno-social structure of the Russian Federation will serve as a reliable foundation for the formation of a nation of Russians that is multi-ethnic in composition, but united in civil identity, if the educational system can reproduce the forms of social and cultural life of the multinational people of Russia, and the content structure of education will make it possible to elevate the bearers of each ethno-cultural tradition to the culture of the all-Russian and world. A reliable basis for this can be provided by multicultural education, adequate to the conditions of Russia.

The problem of the development of multicultural education is relevant for all regions and territories of Russia. The ideological, technological and linguistic components of multicultural education are consistent with the general trends in the development of Russian civilization, which has historically united and integrated in its structure the national cultural traditions of the peoples of Russia. Russian civilization is polyethnic, multicultural, multilingual, but Russian culture is its central component and plays a major role in developing the ways of the country's civilizational development.

Let us single out the main stages in the development of the concept of "polycultural education" in post-Soviet Russia. As a research method, we use the analysis of consistently adopted regulations. In our opinion, these mechanisms can be distinguished if we trace the change in the official approach of the education system to the term "culture".

First stage (1990s) relied on the concept of culture as a set of material and spiritual achievements of each ethnic group. In Soviet times, despite the division of cultures into "different levels of development", the cultures of the most numerous peoples were officially recognized and the following state-territorial formations were created: Soviet socialist republics, autonomous Soviet socialist republics within them and autonomous national districts. In accordance with this, a system of ethnocultural education was built - teaching at certain levels of education in the native language or studying the native language and literature. Therefore, in the documents of the 1990s. ethnic groups were recognized as subjects of culture, and (ethno) national Russian education began to be called multicultural.

In the Law of the Russian Federation "On Education" of 1992, the term "polycultural education" was not yet used, although the meaning of education as multicultural - ethnocultural was enshrined in the text of the Law: "The state policy in the field of education is based on the following principles: ... protection and development by the system formation of national cultures, regional cultural traditions and characteristics in a multinational state" (Art. 2).

In the later "The concept of multicultural education in the modern general education school in Russia"

and "The concept of gender and cultural education in higher education in the Russian Federation", developed in the Southern Department of the Russian Academy of Education at the Pyatigorsk Linguistic and Rostov Pedagogical Universities, multicultural education was defined as "introducing the younger generations to the ethnic, national (Russian) and world enrichment, development of planetary consciousness, formation of readiness and ability to live in a multicultural multiethnic environment" 2 .

In these documents, the objectives of multicultural education were defined as follows: a deep and comprehensive mastery by students of the culture of their own people (which is an indispensable condition for integration into other cultures); the formation of students' ideas about the diversity of cultures in Russia and the world; fostering a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual; development of skills and abilities of productive interaction with carriers of different cultures; education of students in the spirit of peace, tolerance, humane interethnic communication. Criteria to be met by multicultural education: 1) reflection of humanistic ideas in the educational material; 2) characterization of unique original features in the cultures of the peoples of Russia and the world; 3) disclosure in cultures Russian peoples common elements and traditions that allow you to live in peace and harmony; 4) introducing students to world culture, revealing the process of globalization, the interdependence of countries and peoples in modern conditions.

The main directions of multicultural education of that time are very clearly formulated by D. V. Sazhin:

"1) the study by students of national cultures, their own and others, with a discussion of the problems of national revival and national identity; organization of the work of ethno-national educational institutions, primarily national schools and national cultural centers for the study of native languages ​​and familiarization with native culture - traditions, customs , everyday features, holidays, etc., the so-called “ethno-folklore world”;

• 2) the organization of intercultural dialogue, the fundamental possibility of which is due to the fact that, in general, every person of any culture strives for the same thing - love, the birth and upbringing of children, etc., and the differences lie in original ethno-cultural traditions. Therefore, it is necessary first to develop respect for one's ethnic culture in order to be able to easily and freely enter any cultural world and identify oneself with it. And then - to hold joint actions, meetings, festivals with representatives of other cultures, getting acquainted with their world, traditions and values;
• 3) introducing students to democratic, humanistic values, ensuring that students and teachers master such concepts as “culture of peace”, “cultural convergence”, “national character”, “regional-ethnic culture”, “education in the spirit of peace”, “comparative pedagogy ”, “ pedagogical culture people”, “regional approach to education”, “ethnopedagogy”, etc.".

The first stage of multicultural education in post-Soviet Russia can be conditionally called polyethno-cultural education - an ethnos was recognized as a subject of culture, the main feature of which was its own original (native) language. Multicultural education at that time was associated with the familiarization of students with their native languages ​​and cultures, as well as with the simultaneous formation of a culture of interethnic (interethnic) communication. Polyethno-cultural education is, on the one hand, the recognition of the productivity of the existence of a diversity of national schools, classes and groups, the formation of a diversity of ethnic identities among representatives of different peoples, and on the other hand, the assertion of the interethnic, interethnic nature of the interaction of various ethnic cultures in education in a situation of a pluralistic cultural environment, adaptation to the cultural values ​​of other nations. Multicultural education removes contradictions between the systems and norms of education of dominant nations and ethnic minorities, ensures painless entry of migrants into a foreign cultural environment, allows them to assimilate new cultural values ​​while maintaining the old national ones, lays civic principles in a child, forms his ability to live in harmony with other peoples and nations.

Second phase (late 1990s - early 2000s) - in Russia, the one-dimensional perception of the people as a single organism is being overcome. In fact, any nation consists of many social groups: territorial, age, gender, etc. And each of these groups has its own stable traditions of behavior and worldview. This mechanism is based on the idea of ​​culture as a set of material and spiritual traditions of each social group that makes up a given society, including ethnic, religious, professional, etc. -2005)" there is a postulate: "... tolerance is defined as a value and a social norm of civil society, manifested in the right of all individuals of civil society to be different, ensuring stable harmony between different confessions, political, ethnic and other social groups, respect for the diversity of different world cultures, civilizations and peoples, readiness to understand and cooperate with people who differ in appearance, language, beliefs, customs and beliefs" 2 . This program created conditions for the implementation of such education, in which religious communities and some regional cultures (Cossacks, Pomors, Kryasheps, etc.) were recognized as subjects of original culture.

At this time, multicultural education begins to be associated with the formation of regional identity and at the same time tolerance. The federal targeted program stimulated the development and widespread implementation of multicultural programs that recognize the cultural traditions of certain social groups - for all levels and forms of education to teach intercultural dialogue, increase resistance to ethnic, religious and political conflicts, the formation of religious tolerance and tolerant consciousness.

The second stage in the development of multicultural education in Russia can be conditionally called "polysociocultural education, in which traditional Russian multicultural education expanded to the recognition of any constructive social groups that make up society, and in this sense, multicultural education solved the problems of humanizing relations between people belonging to the same ethnic group and within its boundaries - to various socio-cultural groups that have a different cultural identity (political, gender, religious, tribal, etc.) This position is shared by a number of authors.

Third stage (since the beginning of the 2000s) - in Russia, the idea of ​​culture as an individual human experience is postulated. The soul of each person is a separate cosmos. Each person creates his own culture, integrating different cultural influences in his own way and participating in cultural creation. Multicultural education is an education that recognizes the ability of each person to act as a separate world of culture, capable of integrating different cultures. This idea was reflected in the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen (2009) and the Concept for the Development of Multicultural Education in Russia (2010).

Describing the process of spiritual and moral development and education of a personality, the Concept of spiritual and moral development and education of a personality of a Russian citizen presents the following logic: in childhood, a child learns the values ​​of the family, at school - consciously accepts traditions, values, special forms of cultural, historical, social and spiritual life his native village, city, district, region, territory, republic; a higher level - the adoption of the culture and spiritual traditions of the multinational people of the Russian Federation, "rooting" in the ethno-cultural traditions to which a person belongs by the fact of his origin and initial socialization; the highest stage of the process of spiritual and moral development of the personality of a Russian is the formation of a Russian civic identity, the development of the cultural riches of his country and the multinational people of the Russian Federation, the realization of their significance, features, unity and solidarity in the fate of Russia. Russian identity and culture can be compared to the trunk of a mighty tree, the roots of which form the cultures of the multinational people of Russia.

The draft Concept for the Development of Multicultural Education in Russia introduces the following principles of multicultural education:

• - multilinguality (providing mastery of several languages);
• - continuity (transmission of national culture from generation to generation with constant renewal, intensive modification of the ethno-cultural complex in the course of active intercultural cooperation and civilizational development);
• - differentiation and diversity (laying complementary cultures and languages ​​into the content of multicultural education, as opposed to unification and assimilation);
• - creativity (preparation of a person for self-realization in dynamic social conditions of information culture through the formation of the ability for self-development and creative transformation of information);

cultural integrity (understanding of universal culture as the essential basis of education - the development by students of relevant cultural norms and the adoption of universally significant patterns of activity and behavior);

• - three-dimensional (stereoscopic) picture of the world (inclusion of the necessary ethnocultural and regional content of education in the federal state educational standard - the study of the world around from the present to the past and future, from the near and dear to the neighboring and the other, from the family and home - to the country and the world , from the subject of the Federation - to Russia and the globe);
• - variability (the effective content structure of the federal state educational standard is provided, albeit in a single way, but by different means in different subjects of the Federation - the content variability of multicultural education is set by the presence of regional and ethno-cultural parts in the composition of the federal state educational standard);
• - ethical relevance (education and cultivation of personal, cultural, national dignity of every citizen of the Russian Federation).

Both concepts are based on the understanding of the interaction of cultures as one of the laws of development of world culture, which consists in the need to go beyond limited cultural experience, to exchange values, achievements and meanings of culture in the course of intercultural communication; as well as recognition of the dialogue interaction of cultures as one of the most important factors of modernization in all spheres of society.

The development of these concepts is intended, on the one hand, to overcome the contradiction between the centrifugal forces that arise with the development of ethno-national education in different regions of Russia and the integration forces provided by multicultural education, on the other hand, to ensure personal development

every student who accepts and is proud of their ethno-cultural, regional, religious, general civil and other identities, regardless of belonging to the majority or minorities, despite the "marginal extraterritoriality of the so-called "non-titular" ethnic groups in the Russian regions."

We conditionally call the third stage "Polysoccultural" education - behind each individual person they began to see a separate unique culture. Multicultural education began to be associated with the (self) formation of a multi-layered common civil identity "Russians", including ethnic, regional, etc.

Thus, the following trends in the development of the concept of "polycultural education" in post-Soviet Russia have been identified: from ethnocultural to polyethnocultural; from tolerant to polysociocultural; from personality-oriented to multipersonal-cultural.

Adopted in 2010, the Comprehensive Program for the Development of Multicultural Education, which involves experimental implementation in 2010-2020. different models of gender and cultural education in three constituent entities of the Russian Federation: the Republic of Tatarstan, North Ossetia-Alania, the Chechen Republic made multicultural education synonymous with multilingual education and, taking into account the Concept for the Development of Multicultural Education in Russia, postulates "Polyethnocultural Education" at a new level.

These are the main stages in the development of multicultural education in Russia. Let us give examples of the most well-known typologies of multicultural education, which overlap in many respects, but also have a number of their own differences.

Formation of attitudes of tolerant consciousness and prevention of extremism in Russian society: federal target program (2001-2005). ((businesspravo.ru/Docum/DocumShow_Docum ID_22832.html

Dmitriev G. D. Multicultural education. M.: public education, 1999; Sysoev P.V. The concept of linguistic multicultural education (on the material of US cultural studies): dis. doc. honey. Sciences. M., 2004; Skripnik N.I. Conceptual foundations and conditions for the education of tolerant relationships among older preschoolers // Vector of Science TSU. 2010. No. 2(2). pp. 102-105 and others.

The concept of spiritual and moral development and education of the personality of a citizen of Russia. M., 2009. URL: standart.edu.ru/catalog.aspx? Catalog ID=985

The concept of multicultural education in Russia. M., 2010. URL: old.mon.gov.ru/work/vosp/dok/6988/

The concept of multicultural education in Russia.

Comprehensive program for the development of multicultural education (2010-2014). iro-rt.ru/node/736