Multicultural education - actual problem of modern school*

V.V. Makaev, Z.A. Malkova, L.L. Suprunova

The rapprochement of countries and peoples, the strengthening of their interaction is the most important regularity in the development of the modern community. The huge world, which previously seemed immense, in which about two thousand peoples and more than two hundred countries, is turning, in the terminology of UNESCO, into a "global village". High-speed airliners have reduced distances between countries and continents to a minimum, powerful electronic information tools allow you to communicate with anywhere in the world and carry information about what is happening in the world, transnational corporations are expanding production and commodity markets to global proportions, stimulating labor migration.

The globalization of the world is an ambiguous phenomenon. On the one hand, it unites peoples in economic activities, accelerates scientific and technological progress, destroys historical barriers between peoples, the psychology of provincialism, narrow nationalism, on the other hand, it threatens to erase the ethnic and cultural identity of peoples, to unify life according to alien standards. what causes their resistance, the desire to protect and preserve the uniqueness of their own culture. Often this leads to conflicts and wars.

Globalization with its contradictory phenomena. tending to increase. puts before education the difficult task of preparing young people for life in a multinational and multicultural environment, the formation of skills to communicate and cooperate with people of different nationalities, races, religions. It is important to teach young people, along with the development of their own national culture, to understand and appreciate the uniqueness of other cultures, to educate them in the spirit of peace and respect for all peoples, and to eradicate negative ideas about people of other nationalities that exist in everyday life. The solution of this problem requires appropriate training of teachers working in the field of education and upbringing of children.

The problem of multicultural education is of particular relevance and complexity in the multiethnic multinational Russian society. In the context of socio-economic and political reforms of the 90s. a new educational situation is taking shape, which is characterized by an increase in the ethnicization of the content of education, an increase in the role of the native language of instruction, and the development of Russian-national bilingualism along with national Russian. The ideas of folk pedagogy are becoming increasingly important in training and education, and the influence of religion on the formation of an individual's self-awareness is growing. The processes taking place in the educational sphere create prerequisites for ethnocultural isolation that are dangerous for the formation of personality.

At the same time, the principle of the openness of society and the ill-conceived policy of the mass media increase the influence of Western (primarily American) low-grade pop culture on young people. The unpreparedness of children and youth for its critical perception and comprehension complicates the process of their ethnic identification and cultural self-determination.

Modern pedagogical realities require, on the one hand, to take into account the ethno-cultural factor in education, on the other hand, to create conditions for learning the culture of other peoples, fostering tolerant relations between people belonging to different ethnic groups, confessions, races. That is why the problem of multicultural education attracts more and more attention of domestic teachers. Held in last years conferences and seminars on this problem testify not only to the growing interest of specialists in it, but also to the debatability of many of its aspects (see: Multicultural education in modern Russia: Proceedings of the All-Russian Scientific and Practical Conference. Pyatigorsk, 1997).

A huge variation in the interpretation of the concept of "culture" by scientists (there are several hundred different definitions) causes difficulties in revealing the concept of "multicultural education". Domestic culturologists M.S. Kagan, B.S. Erasov and others distinguish three components in the general concept of "culture": material, artistic, spiritual.

The international conference "Education and Culture", organized by UNESCO (1995), considers the spiritual component to be the most significant for the field of education and interprets culture as a set of ideals, values, beliefs, relations between people, norms of behavior, etiquette, characteristic of a particular nation (ethnos). It seems possible to accept this interpretation as a working option for revealing the essence, goals, functions of multicultural education in the system of general (school) education.

The fulfillment of this task is inextricably linked with the analysis of relevant ideas, concepts, theories in classical philosophy and pedagogy. The ideas of multiculturalism and multicultural education are not only a product of modern life. They have been touched upon and developed by many of the great minds of mankind in the past.

Of great interest, for example, is the Panpedia program. developed by Comenius in the 16th century. The great thinker, based on the premise of the commonality of people, their needs and aspirations, substantiates panpedia as a program for the universal education of the entire human race (see: Kamensky Ya.A. Fav. ped. op. T. 2. S. 383). An essential part of "Panpedia" is the formation in children of the ability to live in peace with others, to fulfill mutual obligations, to respect and love people (see: ibid., p. 395).

Understanding the essence, goals, functions of multicultural education is helped by the ideas of N.K. E. Mailer, A. Toynbee, Y. Yakovets) about the integrity of the cultural and historical development of mankind and the presence of some similar principles of the functioning of cultures different peoples.

Of great interest for understanding the role of multicultural education in the formation of personality are the ideas of P.F. Kapterev on the relationship between national and universal in pedagogy. To the features of the pedagogical process, due to national values, P.F. Kapterev attributed language, religion, way of life. He considered the assimilation of the native language as an introduction to national spiritual values ​​and, at the same time, to universal knowledge that forms scientific views on the world. P.F. Kapterev called for the development in children of a sense of belonging to all of humanity, "as much as possible to reduce in schools the idea that the native people are the only bearer of true culture, and other peoples should be servants of this" (Kapterev P.F. Fav. ped. op. M., 1982. S. 421). According to Kapterev, pedagogical activity is initially carried out on the basis of the national ideal, and then it is transformed into activities to achieve the universal ideal. In education, he emphasized, "you need to turn not to one people, but to many, consider their ideals and fill in the shortcomings of your national ideal with valuable alien properties; the folk must be combined with the foreign, with the nationwide and universal" (ibid. P. 56- 57).

To understand the essence of multicultural education, M.M. Bakhtin’s provisions about a person as a unique world of culture, interacting with other personalities-cultures, creating themselves in the process of such interaction and influencing others, are of particular importance. These provisions were subsequently used by S.B. Bibler, V. Okone and others in the development of the theory and practice of interactive learning. The mechanism of mutual influence of personalities-cultures in their concepts is dialogue, which is interpreted by scientists as a form of communication between individuals and as a way of their interaction with objects of culture and art in a historical perspective. The word (thought, consciousness), according to Bakhtin, acquires an infinite number of new meanings in dialogue. Comprehension of one's own "I" occurs through communication with others. Setting the development of the individual through the comprehension of cultures in historical environments, the deployment of a dialogue around the key problems of their reproduction and interaction make it possible to realize that culture has diverse manifestations in time and space and helps to determine the place and purpose of a person in modern world.

Important conclusions for the substantiation of multicultural education follow from the cultural-historical theory of the development of behavior and the psyche of L.S. Vygotsky, according to which the sources and determinants of mental development lie in a historically developing culture. Considering the development of the psyche as a mediated process, the scientist believed that mediation lies in the appropriation (mastering) of cultural and historical experience and that any function in the cultural development of the child appears on the stage twice, on two planes, first in the social, then psychological, first between people - as an interpsychic category, then within the child - as an intrapsychic category. The transition from outside to inside transforms the process itself, changes its structure and functions. Behind all higher functions, their relations are genetically social relations, real relationship people (see: Vygotsky L.S. Sobr. op. T. 3. M., 1983. S. 145).

The position on the leading role of the sociocultural context in human development involves taking into account specific realities in the formation of the personality, determines the significance in the formation of the student's consciousness of the environment, relationships with people, attitudes towards certain cultural values.

Taking into account the new socio-cultural realities, the world pedagogical thought is developing an appropriate educational strategy. The task of preparing young people for life in a multicultural world has been named among the priorities in the documents of the UN, UNESCO, and the Council of Europe of the last decade. Report of the International Commission of UNESCO on Global Strategies for the Development of Education in the 21st Century. emphasizes that one of the most important functions of the school is to teach people to live together, to help them transform the existing interdependence of states and ethnic groups into conscious solidarity. To this end, education should help to ensure that, on the one hand, a person realizes his roots and thus can determine the place that he occupies in the world, and on the other hand, instill in him respect for other cultures (see: Education: a hidden treasure. Report of the International Commission on Education for the 21st Century, presented by UNESCO, Paris, 1997, p. 52).

The International Encyclopedia of Education (1994), summarizing the theoretical provisions and emerging practice in educational institutions, considers multicultural education as an important part of modern general education, contributing to the assimilation of knowledge about other cultures by students; clarification of the common and special in the traditions, way of life, cultural values ​​of peoples; educating young people in a spirit of respect for inoculum systems.

At the end of the 20th century, there is no doubt about the relevance of multicultural education, its worthy place in the theory and practice of educating the younger generations, the need for active development and refinement of the goals, objectives, functions, content, technologies of this important component of general education by domestic specialists.

What are the goals, objectives and main directions for the implementation of multicultural education in the conditions of the modern general education school in Russia? For many decades, the Soviet school has accumulated valuable experience in the international education of students. Clubs of international friendship, festivals, sports competitions, travel, excursions, joint recreation of children and adolescents of different nations inhabiting Soviet Union, formed good, human interethnic relations. However, the closed nature of Soviet society limited the international education of youth within the framework of one country, although the largest in the world.

Profound changes in the world and Russian society require new approaches to this problem, which can be provided by multicultural education, subject to the creative development of accumulated experience.

The purpose of multicultural education is to form a person capable of active and effective life in a multinational and multicultural 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, beliefs.

From this goal follow the specific tasks of multicultural education: "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 the world and Russia, the upbringing of a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual;

» creating conditions for the integration of students into the cultures of other peoples;

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.

It is important that the content of multicultural education meets the following criteria:

reflection in educational material humanistic ideas;

Characterization of unique original features in the cultures of the peoples of Russia and the world; "the disclosure in the cultures of the Russian peoples of common elements of traditions that allow them to live in peace and harmony;

Introducing students to world culture, revealing the process of globalization, the interdependence of countries and peoples in modern conditions.

In the process of multicultural education, the child is introduced to his native culture, and from it to Russian and world culture.

The school creates conditions for introducing students to their native culture, native language. This allows them to realize their uniqueness, to develop an idea of ​​a certain social group, about common roots, about the peculiarities of culture, language, way of life, beliefs, norms of behavior of the people, and also to fully reveal their inclinations and talents as prerequisites for the reproduction and enrichment of their native culture. The study of the native language should be aimed not only at raising the level of speech development, but also at mastering the cultural heritage of the ethnic group, at the formation of a scientific worldview.

The child must be given the opportunity to study in his native or related language, as well as the right to choose the language of instruction.

The development of ethnocultural experience contributes to the realization that the native culture is one of the forms of the cultural diversity of the world, part of the achievements of an integral interdependent world. progress, the establishment of good neighborly cooperation at the interpersonal, state, international levels.

Each ethnic community has the right to independently determine the content and forms of inclusion of the younger generation in the development of their own cultural experience. In the logic of multicultural education, it is advisable to acquaint schoolchildren with the history, art, traditional crafts of their people in the context of the cultural development of Russia and the world. This will make it possible to more clearly define the role and place of the native culture in the general civilizational process, prevent the self-isolation of the ethnic group, provide a single cultural and educational space, and ultimately contribute to the expansion of the social mobility of the individual.

The inclusion of integrated courses in culture, history, religion, art of the peoples of a certain region into the curricula of schools will help to understand the mutual influence, mutual penetration and mutual enrichment of the cultural and historical experience of various ethno-national communities, to identify its universal human potential.

Information and ideas of a religious nature may be used in the content of general education. Religion can contribute to the formation of universal human moral concepts and beliefs, provided that religious education is built on the basis of equal representation in the content of education of humanistic values ​​of all world creeds and is carried out in the form of intercultural dialogue.

Another area of ​​multicultural education is the familiarization of students with the languages ​​and cultures of the peoples living both in Russia and abroad. In the multinational Russian state, the Russian language plays a special role in the formation of the personality and the realization of its creative possibilities. international communication having rich cultural traditions and literary heritage. Proficiency in the language of interethnic communication expands the educational, scientific and cultural perspectives of the individual, includes him in the rich context of the moral images of Russian literature, and introduces him to the cultural, scientific and technical achievements of Russia and the world. It is obvious that the development of national-Russian bilingualism in school is an objective necessity, since it creates favorable conditions for a more complete development of the child, the formation of ownership and responsibility for the fate of Russian society. Teaching the Russian language is an important state task, the solution of which contributes to ensuring the integrity of the state, achieving interethnic harmony.

Russian-national bilingualism (when Russians learn the language of people of a different nationality living in Russia) contributes to the inclusion of bearers of Russian culture in the unique world of ethnic groups living in Russia, the formation of a respectful attitude towards other peoples. The integrity of students' understanding of cultural processes can be ensured by introducing an integrative course "Russian Literature" into the content of general education, which presents the best examples of artistic works of the peoples of Russia. Courses on culture, literature, art of individual peoples of the country should be included in the elective subjects.

The study of foreign languages ​​allows not only to develop linguistic competence, but also to acquaint students with the culture of the country of the language being studied. It is important that the subject, along with examples of artistic culture, contain a description of the values, customs, traditions, and norms of behavior of carriers of a different culture.

Comparison of the elements of the culture of another country with knowledge of the native culture makes it possible to obtain confirmation of the idea of ​​cultural diversity, to understand the features of cultural manifestations due to the specifics of economic, political and social development, to take these features for granted, to take them into account in relationships with carriers of other cultures, to feel a sense of respect for cultural achievements of another nation, involvement in its problems and difficulties, the desire for cultural cooperation with foreign countries. At the same time, it is necessary to help children develop immunity to the worst examples of foreign, primarily pop culture, which spreads lack of spirituality. cynicism, cruelty, mercantilism.

It is important that schoolchildren learn that in addition to the culture that belongs to another country, there is a world interethnic culture, which includes a high artistic culture. science (as a sum of knowledge and worldview), international law, norms of social behavior, family and marriage relations. World culture serves as evidence of the general universal principles of cultural regulation and the specific implementation of these principles.

Students should be taught to understand this. how global problems are refracted at the local level, to teach them to analyze these problems in a specific socio-cultural context, to give them an idea of ​​both the general experience of civilizational development and its differences due to natural-geographical, economic, political, social factors, ethno-cultural contacts, etc.

The training course "General History" allows you to avoid being locked into your own history (which can lead to rejection of another culture), organize a dialogue of cultures of different eras, connect historical experience with the activities of a modern person of culture, with current problems of our time, determine your place in the modern world, to feel admiration, compassion, sympathy for the heroic events, the creators of history.

Studying the course "Human Rights" gives students the opportunity to realize the concept of freedom as a value and as a condition for self-realization of the individual, brings up a sense of personal dignity, respect for the rights and dignity of people regardless of nationality, race. religion. The course contributes to the formation of the teachings of non-conflict interethnic communication.

The educational field "Art" provides students with ideas about the diverse connections of man and society with the world of art, comprehension of the internal patterns and structures of culture in its various representative versions - art, morality, science, promotes understanding of the mechanisms of various national cultures, awareness of ethnic and national values ​​of art , music as part of world artistic culture.

The content of the training courses "Labor training", "Technique", "Technology", providing schoolchildren with familiarization with modern production technologies, mastering labor and professional skills, allows at the same time to show production, technological processes as an integral part of the spiritual and material culture of society on civilizational all-Russian and ethnic levels. In particular, it is quite accessible and feasible to introduce students to traditional types of crafts. This may be due to the understanding of their significance for the development of the culture of society and ethnic group. In the process of educational, industrial, socially useful work, conditions are created for schoolchildren to understand the category of "labor" as the rights and obligations of a citizen, to cultivate a respectful attitude to work, to labor traditions, to develop mutual understanding, cooperation, solidarity. Prerequisites are being created for effective communication and productive activities in a multicultural environment.

In general, the content of general educational courses gives the student the opportunity to learn such basic concepts and categories of multicultural education as originality, uniqueness, cultural tradition, spiritual culture, ethnic identification, national identity, Russian culture, world culture, common roots of cultures, diversity of cultures, differences between cultures. mutual influence of cultures, intercultural communication, cultural convergence. culture of interethnic communication, conflict, culture of peace. understanding. harmony, solidarity, cooperation. non-violence, tolerance, etc.

Solving the problems of multicultural education requires the widespread use of active teaching and upbringing methods. The leading place in them is occupied by the creative and search activities of students, discussions. symposia, group and individual. independent work, project development, role-playing games, dramatization, trainings, during which the student gains experience in solving problems related to the peculiarities of interaction in a multicultural environment, and which are aimed at forming a culture of communication. In this case, the student becomes the subject of the educational process, which is built when constructing direct experience. This activates his cognitive. emotional and volitional sphere. Important. so that the ideas embedded in multicultural education are perceived by students as "living knowledge", filled with meanings that are close and understandable to them. take on personal meaning for them.

The formation of ethnic and civic consciousness, planetary consciousness, culture of interethnic communication is associated with the understanding of the personality of its place in the world. attitude to native culture, awareness of oneself as a subject of an ethnic group, a citizen of the Russian state and the world. This can only be achieved when the student is actively involved in cognitive activity, is introduced into a situation of dialogue with culture, with oneself, with peers, with teachers. It is important that the content of the dialogue puts him in a situation of choice and includes vital questions in the course of which he studies himself and others, determines his preferences, likes and dislikes. draws conclusions on its own. comes to certain conclusions and generalizations.

Dialogical cognition of reality begins with the recognition of that. that the world is polyphonic and multifaceted, that there are many truths, among which one should find those that help to understand oneself, to realize the need to coordinate one's interests and values ​​with the needs and attitudes of other people on the basis of the principles of democracy and justice. tolerance for differences between people in customs, religions.

Learning dialogue helps to understand that human civilization is a complex system that operates on the basis of the interconnection of different cultures, and this interconnection provides a common language for all people. In dialogue, the carrier of a certain culture contacts with other cultures and personalities, absorbs or rejects the features of these cultures and people on the basis of their own life experience, analysis of the sociocultural situation, educational material.

In the pedagogical process, it is important to create conditions in which the student begins to relate himself not only to his ethnic community, but also to other cultural groups, to experience complicity, sympathy, the desire to find ways of interaction, the desire to cooperate with people, despite the existing differences. The dialogue of carriers of different cultures in a multicultural educational space makes it possible to realize the need to be guided in their activities by humane motives.

Dialogue approach should also be used in the organization of leisure activities. The main forms of this activity are: international friendship clubs, cultural festivals; friendship days. expeditions, excursions and trips to places associated with cultural attractions and historical monuments; publication of newspapers, television and radio programs. reflecting the cultural diversity of Russia and the world; evenings dedicated to outstanding representatives of literature, art, science; theatrical productions of plays, fairy tales, epics; contests for the best expert folk customs, national cuisine, traditional crafts.

GBOU secondary school No. 88 of the Kalininsky district of St. Petersburg is a complex educational system, the development of which is influenced by both external and internal factors.

On the one hand, the school is part of the Russian and St. Petersburg educational system, operates in the socio-cultural environment of the country, city; interacts with socio-cultural, scientific and educational institutions.

On the other hand, the school has its own internal development potential, determined by the level of preparedness and professional mobility of the teaching staff, the degree of introduction of innovative forms and technologies in studying proccess, material equipment, the readiness of the team for changes in accordance with the social order of society.

This allowed the school to formulatepedagogical credo - Akademics - school of equal opportunities (adaptive).

An adaptive school is a school with a mixed contingent of students, where gifted and ordinary children study, as well as children in need of correctional and developmental education (ethnic minorities and children of migrants).

School No. 88 has taken the adaptive model of an educational institution as the basis for the Education and Upbringing Programs and is currently mastering the adaptive education system (AES). ASO is a system that is able to adapt to the levels of development of each student and bring them to a higher level of development of learning and upbringing.

Basic principles of ASO:

• promotion of each student from his level to a higher level of development, learning, upbringing;
• the main technology is the technology of differentiated learning;
• the main methodological idea is the ability of students to independently acquire knowledge, generalize them, and draw conclusions.

The adaptive school model is described in the works of E.A. Yamburg. An adaptive school is an educational institution that “strives, on the one hand, to adapt as much as possible to pupils with their individual characteristics, and on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.”

The program is aimed at developing the school as an open educational system focused on the adaptive training of the student in accordance with the needs of the individual, society, state, in the context of the national educational initiative "Our new school» and educational standards of the II generation.

Within the framework of the school development program "School - the center of educational, socio-pedagogical and civic initiatives"project "Ethno-tolerant school" from 2009 to 2014

Target: formation of ethnocultural communicative competence of teachers. Creation of organizational conditions for increasing comfort and tolerance in the educational environment of the school.

Tasks:

• Creation of conditions for teaching the state language to migrant children, without reducing the indicators of the general preparation of all students and fulfilling the Russian standard of education.
• Increasing the level of socio-cultural adaptability of migrant students and representatives of ethnic minorities to the mentality of St. Petersburg.
• Formation of Russian identity while maintaining the national and cultural identity of all students, the formation of ethno-cultural competence of all subjects of the educational process.
• Education of tolerance based on respect for various confessions, ethnic and cultural traditions.
• Formation of universal moral values ​​in the socio-cultural environment.
• Development of interethnic tolerance in a multiethnic school.
• Creation of a management model for the process of formation of ethnic tolerance.
• Determination of criteria and level of formation of interethnic tolerance among schoolchildren.
• Experimental substantiation of the methodology, stages and psychological and pedagogical conditions for the formation of interethnic tolerance of schoolchildren in a multiethnic school.

Project participants:creative group of teachers, class teachers, methodological subject associations, students, parents.

Project management:deputy Director for OWRM, Governing Council, Parents' Committee.

Educational and social values ​​of the project:

• Providing support for the organizational mechanism pedagogical activity multiethnic school teachers.
• Diagnosis of methodical (ethnocultural orientation) support of the educational process.
• Creation of a single multicultural space "School - student - parent".

Project Implementation Plan

Expected results:

• The formation of ethnocultural competence, expressed in the totality of ideas about ethnocultures, their place in world culture, the experience of mastering ethnocultural values.

• Overcoming the cultural barriers of teachers in teaching classes with a multi-ethnic composition.

• Reorientation of previous pedagogical experience to multi-ethnic education.

As of 03/01/2014, 751 people study at GBOU secondary school No. 88 of the Kalininsky district of St. Petersburg, of which 37 are migrant children, which is only 5% of the total number of students. It should be noted that 13 people study in primary school, 17 in the main school, and 7 in the senior school. Of these, 12 children are citizens of Azerbaijan, 7 of Armenia, 6 of Ukraine, 5 of Tajikistan, 3 of Moldova, 2 of Kazakhstan, and Uzbekistan -2. However, the national composition of students in grades 1-11 is much more diverse (see table):

*/ * - data for 2014 / 2009

As part of the School Development Program for 2014-2018 "School - the center of educational, social and civic initiatives"the project "Polycultural education and upbringing" is being implemented. The strategy of this project iscreation in the educational institution of a system of multicultural education capable of providing support for the socio-cultural integration of foreigners and bilinguals in educational environment on equal grounds in the interests of Russian civic identityand further participation of the school in the international project "Diversity as an opportunity - 3". The structure of V. Bibler's "school of dialogue of cultures" will be tested, where the concept of "culture as a dialogue" (M. Bakhtin) organizes methodological and organizational support for the implementation of multicultural education in educational institutions.

The school of the dialogue of cultures is relevant in the context of the growing culture-forming role of the school and education in general.It's a transition from an idea" educated person to the idea of ​​a "man of culture". The result of educational activity should be the basic culture of the individual. The main thing in culture is not objects and knowledge, but values ​​and norms, ways of thinking andcreation . Students should not memorize the truth, but engage in search, research. In dialogue with the teacher, with classmates, everyone forms their own unique view of the world, their position, their self, assimilating modern culture as a reflection of previous cultures.

The innovative product of this project will be:

• multicultural school model,
• methodological recommendations on the organization of multicultural education and upbringing,
• methodological recommendations with didactic material for approbation of foreign experience at school, development of methods for working with children and adults (parents) foreigners;
• development of guidelines for the management of educational institutions with a multi-ethnic composition;
• psychological and pedagogical support for migrant families.

Monitoring. His results.

In March 2014, in order to improve the process of education and upbringing, taking into account the needs and interests of children and parents, the school conducted a survey of parents and children on the problems of interethnic relations, to identify the difficulties and problems of families and children related to the national question. Monitoring results and early studies have shown

Socio-pedagogical problems of migrants

Analyzing the difficulties faced by migrants when changing their place of residence, the following groups of problems can be distinguished: legal; linguistic; social; culturological; pedagogical, religious.

We are interested in socio-pedagogical problems. The most typical difficulties for children are related to:

• with the difference of training programs from their usual ones;
• with a language barrier;
• loss of personal status in relation to teachers and peers, the need to establish new role relationships, etc.

As a result, there is a general state of anxiety, a decrease in self-esteem, the presence of difficulty in adapting to a new environment and changing requirements for the process of education and upbringing, problems in processing information and accepting a different culture.

A migrant child living under the influence of a migrant subculture and encountering the majority culture every day is in a difficult crisis situation: regardless of whether his family decided (and has the opportunity) to finally settle in this country, whether he is the second and even the third generation foreigners, for the healthy development of his personality, it is necessary for him to achieve a positive ethnic identity and, against this background, the formation of ethnic tolerance. Here the pedagogical support of the child plays a huge role in the choice of ethnic identity in the form of lessons in the native language and religion. All this contributes to the development of the language of communication between children of the dominant culture and the culture of the minority, accelerates the integration of the child into new culture, at the same time, preventing the danger of de-ethnization (the process of loss of ethnic tradition), and marginalization. Another pedagogical problem is the problem of adaptation to the socio-cultural conditions of a new region of children. different ages. If in younger schoolchildren this problem is associated mainly with ignorance of the language, misunderstanding and inability to communicate in the language, then in adolescence and adolescence adaptation is complicated by specific age-related problems. Due to age, social and psychological characteristics, the criticality of this age period teenagers - migrants are most fully subject to the emotional experience of a situation of social instability and experience a psychological crisis. One of the manifestations of this crisis is disadaptation, disorientation in the construction of the I - concept, worldview, entry into adulthood. Teenage migrants are a special social and age category population that needs special conditions for adaptation to the changed conditions of life. Therefore, this category of families, as well as all families of dynamic observation, needs preventive work.

The family is the first social community that lays the foundation for the personality of the child. In the family, he acquires the initial experience of communication, here he develops a sense of trust in the world around him, in close people. family education should help the child initially learn the norms of behavior in society, in a team, in relationships with people, that is, education in modern society is considered not only as a purely family matter, but also as a social obligation of parents.

Undoubtedly, the success of the adaptation of migrant children to the cultural space can only be guaranteed when a single upbringing and educational space "family - educational institution" is created. Experience shows that the closer the relationship between the family and the school is, the more effective the pedagogical result.

For the successful adaptation of children of migrants and children of internally displaced persons, the systematic work of the entire teaching staff of the educational institution with the family is necessary, which includes:

Planning the content of communication with each family, a combination of individual and group forms of work;

Ensuring daily informing of parents about the life of the child in an educational institution, as well as the transfer of positive information to each parent about his child;

Definition of "problem areas" of child development and ways to solve them;

Establishment of the requirement for a comprehensive discussion and collegial development of constructive proposals in the current conflict situation;

Increasing the psychological culture of interaction of all participants in the pedagogical process - teachers, parents, children;

Improving the style of communication with parents adopted in an educational institution;

Ensuring the protection of children's rights in an educational institution and family.

The leading areas of interaction between an educational institution and families of migrants and internally displaced persons can be:

Studying the family, its problems and needs (questionnaires, monitoring, interviews, etc.);

- informing parents parent meetings, open days, parent conferences, discussions, parent evenings, etc.);

- psychological and pedagogical education of parents (parents' lecture hall, mother's school, family lounge, counseling service, conducting workshops and trainings with parents);

Joint activities of parents and children (organization family competitions, a story about family traditions, hobbies, holding joint events, holidays and affairs, creative meetings with parents, presentation of family dynasties, creation of thematic photo albums, etc.).

Involving parents in joint activities solves a number of educational tasks:

Establishment of friendly relations, cooperation, the formation of experience in creative activity;

Formation of intergenerational transmission, strengthening of traditions, transfer of skills and abilities in a variety of activities: intellectual, socially useful, artistic and creative, gaming, free communication;

Establishing warm relations between children, parents and teachers through a joint positive experience.

Parents should pay attention to the fact that the adaptation of their children will be successful only in conditions of close interaction between the educational institution and the family.

Usually, one of the main reasons for maladaptation is the language barrier. If parents and children do not speak Russian well, then the problems become aggravated many times over: loss of understanding, disruption of the usual way of life, lack of communication, possible aggression from peers, socio-psychological inconsistency with peers in the class, fraught with the formation of an inferiority complex.

To overcome the maladaptation of migrant children in an educational institution, all teachers are connected, however, primarily responsible for this direction are class teachers, language teachers, social educator, teacher-psychologist.

We can conditionally designate the following mechanism for building constructive interaction between the family and the educational institution, aimed at the successful adaptation of children of migrants, children of internally displaced persons:

1. An initial examination of children of migrants and internally displaced persons entering an educational institution (the social and financial situation of the family; the level of proficiency in Russian - written and oral; the psychophysical state of the child).

2. If necessary, comprehensive language training using traditional methods, interactive methods.

3. Explanation to parents of the need for the mandatory participation of their children in extra classes and cultural events of extracurricular activities (use of computer, language and cultural programs, participation in sections, circles).

4. Creating an optimal "receiving environment" for the inclusion of migrant children in the life of society: the maximum use of events where a child with poor language skills can apply their resources and skills, be successful on an equal basis with classmates.

5. Conducting seminars, conferences, thematic lessons on the history and culture of the district by joint efforts of teaching staff, students and their families.

The joint work of an educational institution with migrant families can be divided into two areas:

Uniting events that contribute to the rapprochement of students and the formation of an active citizenship (parent clubs, school councils, family competitions, holding civil holidays);

Events with an ethnocultural component that contribute to the formation and preservation of a positive ethnic identity and develop intercultural contacts. These events serve to preserve and develop the traditions of the multinational district.

So, one of the most important tasks facing us is the adaptation of migrants to the social environment of St. Petersburg. Adaptation is impossible without information. Families of migrants should be widely informed about the possibilities social environment into which they enter. For migrant families with children school age, the center of information can, and perhaps should, be the school.

One of the ways to help migrants at school is to create a memo for the parents of the student. Each institution may have its own memo, based on the characteristics of the school. However, there are issues common to all educational institutions.

Approximate Structure of a Reminder for Migrant Parents

About school

• address, phone number, website address, email address
• Administration, reception hours
• School hours

Your child at school (student requirements)

• appearance requirements
• Rules of conduct for a child at school
• General requirements for student readiness for the lesson
• General provisions for keeping a diary

Service to help you

• Service structure, mode of operation
• Treatment cases
• Service tips:

§ Conditions necessary for successful learning

§ How to get your child ready for school

§ Home environment is the key to success

§ etc.

• Psychologist's consultations "What to do if ..?"
• Russian language courses

Child's opportunities at school

• Catering
• Medical service
• library service
• Additional education

Useful information

• Links to the websites of the Committee on Education, the District Department of Education, the Federal Migration Service, etc.
• Addresses, phone numbers of district and city services: TsPMSS, TsSPSiD, UDOD, etc.

Accessibility, brevity, maximum awareness of topical issues are the positive aspects of such social projects for migrants

Interethnic relations have become an important element of modern life. Everyday solution of the problems of adaptation of the arriving population makes it possible to provide equal opportunities and equal rights in the conditions of modern St. Petersburg.

Algorithm for creating a memo for migrant parents

1. Designation of the problem (diagnostics: observation, questioning, sociometry)
2. Problem Research
3. Involvement of teachers, specialists to solve the problem
4. Creation of a working group on writing a memo
5. Working on a memo
6. Involvement of native-speaker children to translate the memo into national languages
7. Edition of the memo
8. Duplication (print, internet)

In Russia, the problem of multicultural education acquired particular relevance in the 90s of the XX century, when after the collapse of the USSR, in the context of socio-economic and political reforms, a new educational situation arose, which is characterized by the introduction of a national-regional component into the basic curriculum of a general education school, an increase in the role of the native language of instruction, the actualization of the ideas of traditional folk pedagogy, an increase in the influence of religion on the pedagogical process at school, etc.

Under these conditions, multicultural education is designed, on the one hand, to promote ethnic identification and the formation of national self-awareness of students, and on the other hand, to form their skills and abilities of interethnic communication, to carry out their socialization and sociocultural adaptation to living conditions in a multicultural and multiethnic modern Russian society. .

In the light of the UNESCO 2001-2010 With the International Decade for a Culture of Peace and Non-Violence for the Children of the Planet, multicultural education acquires a special educational significance. The "Convention on the Rights of the Child" (Articles 29-30) notes that education should be aimed at educating and developing in a person such feelings as respect for the culture of his people, his achievements, identity, national values ​​of the country in which the child lives and , at the same time, to the cultures of other peoples.

The development of multicultural education is due not only to modern historical and sociocultural prerequisites, but also relies on a number of traditions of domestic and foreign philosophy, pedagogy and psychology

Of great interest for understanding the role of multicultural education in the formation of personality are the ideas of P.F. Kapterev on the relationship between national and universal in pedagogy. To the features of the pedagogical process, due to national values, P.F. Kapterev attributed language, religion, way of life. He called for the development in children of a sense of belonging to all of humanity: “as much as possible to reduce in schools the idea that the native people are the only bearer of true culture, and other peoples should be servants of this. Pedagogical activity is initially carried out on the basis of the national ideal, and then it is transformed into activities to achieve the universal ideal. In education, he emphasized, “it is necessary to turn not to the poor people, but to many, to consider their ideals and fill up the shortcomings of one's national ideal with valuable alien properties; the folk must be combined with the foreign, with the national and universal.

In the course of the historical and cultural process, the dialogue was conducted by various religious and ideological systems, folk and professional culture, and the relationships between individual national cultures and cultural epochs were dialogic. The dialogue proceeded across time and space, it permeated the fabric of history and culture vertically and horizontally. Dialogue acted as an independent literary genre, as a form of scientific treatise, and dialogism as an internal property of texts created by various arts.

Thus, we can state that the relationship between cultures can be different:

a) the relationship of one culture to another as a kind of object, as a result
there is a purely utilitarian attitude of one culture to another; .

b) attitudes of rejection of one culture by another,

c) relations of interaction and mutual enrichment, i.e. cultural relations
to each other as equals.

The consequence of cultivating the first type of relations in society is the rooting in the public consciousness of representatives of a culture that acts as an object, an inferiority complex, up to self-denial of one's identity, to voluntary submission to another culture - such are the phenomena of Anglomania, Francomania, Germanophilism, etc. As a result of cultivation in a society of relations of the second type, egocentric, narcissistic, even chauvinistic cultures arise, closed in on themselves and unwilling to deal with other cultures, supposedly “inferior”, “lower”, “uncultured”. Multicultural education is based on the third type of relationship.

Any culture is a set of unique and irreplaceable values, since it is through their traditions and forms of expression that each nation declares itself to the whole world.

“The assertion of cultural identity contributes to the liberation of peoples, and, conversely, any form of domination is a denial of this identity or a threat to its existence. Cultural identity is an invaluable wealth that expands the possibilities for the all-round development of man, mobilizing each people and each group, forcing them to draw strength from their past, assimilate elements of other cultures that are compatible with their character, and thereby continue the process of self-creation.

No culture can abstractly claim the right to be universal; universality is made up of the experience of all the peoples of the world, each of which asserts its own identity. Cultural identity and cultural diversity are inextricably linked.

Cultural features do not violate the unity of universal values ​​that unite our peoples, moreover, they make them more fruitful. Diversity is the very basis of cultural identity where different traditions exist side by side.

Ignorance of the culture of a particular group or its destruction impoverishes humanity as a whole. It is essential to recognize the equality in dignity of all cultures and the right of every people and every cultural community to assert, preserve and respect its cultural identity.

All cultures form a single whole in a common, human heritage. The cultural identity of peoples is renewed and enriched as a result of contacts with the traditions and values ​​of other peoples. Culture is a dialogue, exchange of opinions and experience, comprehension of the values ​​and traditions of others, in isolation it withers and dies.

In the process of multicultural education, we are faced with differentiated cultural units of the past, present and future, which can only be comprehended in their historical continuity and interconnection.

At the same time, mutual repulsion, the polemical prejudice of the old and the new in culture, the struggle of successive cultural systems for dominance over the minds and feelings of people cannot cancel either their continuity, or their mutual attraction, or the accumulation of the common value-semantic content of all cultures as a single culture. , i.e. humanized, humanized world.

On the other hand, the same idea of ​​the differentiated unity of culture as an open system allows us to comprehend the discordant cultures of one time as meaningful layers of values, meanings and meanings, rooted in different historical eras, in different stages of a single cultural and historical development, i.e. build the simultaneity of cultural phenomena as a historical process in which a change of value criteria is carried out.

Interest and mutual communication between the cultures of different nations in our time is of particular importance, since it is a paramount condition for the existence of modern civilization. G. Shpet in his work "Introduction to Ethnic Psychology" said that, through the peculiarities of national culture, one can understand not only the laws of art, but also the specifics of the national soul, national emotions. They, reflected in culture, show the attitude of the people to certain norms, values.

The goal of the participants in the dialogue is to achieve mutual understanding with all the possible difference in positions taken in this dialogue. A feature of the dialogue of multilingual cultures is that the multifunctionality of the words of one language is exaggerated by the variety of options for giving meaning to this word in another language. Each participant in the dialogue in the process of searching for meaning and its verbalization comes to his own truth. It may not coincide with the truth revealed by another participant. It is important to resolve the question of the fundamental possibility of their unity. There are prerequisites for this, they are in the presence of a common object and a common goal, in a common technology, in common ways thinking, means of knowing the object, the general logic of the formation and presentation of thoughts about the object of the dialogue. The formation of such prerequisites contributes to the multicultural education of students, including the development of their ability to understand each other. Mutual understanding can be defined as recognition of mutual value in similarity and difference, as interpersonal and intercultural mutual trust and complementarity, complementarity of ideals and meanings.

New educational programs should provide students with the opportunity to expand the boundaries of their worldview, the opportunity for them to realize the relativity of opinions and judgments, and teach them to critically approach the ideas that prevail in society. At the same time, the teacher acts as a model, demonstrating rational and open thinking, but not giving up his own position.

The main task of multicultural education should be the development of the ability for intercultural communication. The purpose of multicultural education is to give students an idea of ​​the many-sided cultural exchange processes taking place in the world and the multi-level structure of each culture. Other peoples should be considered not as objects, but as historical subjects.

Teaching intercultural understanding should not be limited to information about the exotic aspects of another culture or the promotion of the values ​​of pluralism. It requires a serious attempt to understand at least one particular other culture.

Intercultural communication is a special form of communication when two participants in the act of communication belong to different cultures. Accordingly, research in this area mainly concerns three problems: education, language, non-verbal processes.

The most serious research that considers multicultural education as social education and training is the work of R. Schmidt. Its Primary School Education Program, which bears the motto "Tolerance, Engagement, Solidarity", is based on results psychological research processes of changing attitudes towards the world and worldview in children. Schmidt is one of the few authors who touch upon the psychological background of multicultural education. He actively advocates the use of problem-solving as a method of multicultural education. role play, during which there is a discrepancy between conscious and accepted at the cognitive level of knowledge and emotional spontaneous reactions. Schmidt formulates two fundamental principles of social education that apply to multicultural education within the framework of social learning:

The principle of avoiding normative differences. It is necessary to be very careful with the otherness and alienness of another culture and its representatives.

The principle of "social proximity". It is advisable to include relevant, real problems and situations in the discussion so that it is easier to correlate them with one's own experience.

International Encyclopedia of Education (1994), summarizing the theoretical provisions and emerging practice in educational institutions, considers multicultural education as an important part of modern general education, contributing to the assimilation of knowledge about other cultures by students; clarification of the common and special in the traditions, way of life, cultural values ​​of peoples; education of young people in the spirit of respect for other cultural systems.

It is important that the content of multicultural education meets the following criteria:
reflection in the educational material of humanistic ideas;
characterization of unique original features in the cultures of the peoples of Russia and the world;
disclosure in the cultures of the Russian peoples of the common elements of traditions that make it possible to live in peace and harmony;
introducing students to world culture, revealing the process of globalization of the interdependence of countries and peoples in modern conditions.
In the process of multicultural education, the child is introduced to his native culture, and from it to Russian and world culture.
Understanding the importance and content of multicultural education is based, among other things, on the “National Doctrine of Education in Russian Federation».

In accordance with this document, the school is called upon to provide:
— Historical continuity of generations, preservation, transmission and development of national culture;
- Education of Russian patriots, citizens of a legal, democratic, social state, respecting the rights and freedoms of the individual and possessing high morality;
– Formation of a holistic worldview and a modern scientific worldview among children and youth, development of a culture of interethnic relations among them.

Thus, the phenomenon of "multicultural education" is a specific phenomenon of pedagogical activity aimed at forming students' sociocultural identity, as well as ideas about a multicultural space, about the development of a multinational society and about activities in the realities of such a society. The purpose of the education process in such conditions is determined precisely by the formation of an individual who is ready for active creative activity in a modern multicultural environment, who retains his sociocultural identity, respects and accepts other cultural and ethnic communities, lives in peace and harmony with representatives of other nationalities.

List of used literature:

1. Balitskaya I. V. Polycultural education. M., 2001.
2. Bakhtin L.M. Two Ways to Study Cultures // Questions of Philosophy. 1986 #12
3. Bibler V.S. Dialogue. Consciousness. Culture. M., 1989
4. Vorobyov I.V. dialogue of cultures in the context of a single educational space// Primary School 2002 No. 4.
5. Dmitriev G.D. Multicultural education. M. National education, 1999
6. Dudarev M.I. Education of ethno-national tolerance. M., 2007
7. Ivanova N.I. Sociological aspect of understanding the values ​​of culture // Dialogue in culture M., 1989. No. 5.
8. Kapterev P.F. Selected pedagogical works. M. 1982
9. Leontiev A.A. Russia: multiculturalism and tolerance in the book "The Age of Tolerance". M. 2001
10. Schmidt R. The art of communication. M. 1992
11. Shpet G.G. Introduction to ethnic psychology. M.1992

    POLYCULTURAL EDUCATION AS A DIRECTION IN THE MODERN SCHOOL

    Written by: Fakhrutdinova Rezida Akhatovna, Khabibullina Daria Alexandrovna

One of the priority problems of education facing the world civilization is multicultural education. The ratio of national and universal values ​​in the context of the globalization of the modern world has acquired particular relevance: on the one hand, it is necessary to preserve the originality of ethnic cultures, and on the other hand, to provide for their mutual influence on the processes of globalization, integration and internationalization. The President of the Russian Federation Vladimir Vladimirovich Putin notes the special importance of education in a multicultural society.

The multiculturalism of the social space in which human activity develops is one of the system-forming principles of modern civilizations. The solution to this problem is relevant in the process of modernizing Russian education, spiritual and moral development and education of citizens, in preparing the younger generation for intercultural interaction in a renewed world. In modern Russia, the requirements for the results of training and education have also changed significantly.

For the transforming modern Russia, culture-creative as an axiological function of education plays a leading role. Our country has been and remains a multinational state, the multicultural space of education of which is an objective reality. The synthesis of the values ​​of different peoples, ethnic groups, cultures, civilizations, religions is currently carried out mainly with the help of modern means mass communications, mass culture, mass production and mass media.

As a result, the cultural self-determination of an individual in such a society is a process of creating and implementing a system of one's own ideas about the cultural space, about one's place in it. Solving the problem of multicultural education requires updating, the main goal is to preserve and develop the whole variety of cultural values, norms, patterns and forms of activity that exist in society.

Abroad, a multicultural approach in education involves the cultural education of everyone, including representatives of the majority, in the spirit of reciprocity, acceptance and recognition of cultural differences. This approach "goes beyond a single solution school problems, because it is a pedagogy of human relations, aimed at the development of the individual, when everyone is accepted as he is by all other members of society.

The development and implementation of the corresponding concept will contribute to the achievement of the designated goal and the solution of the problems of multicultural education. Such a conceptual approach is currently the concept of global education, which can be defined as one of the directions for the development of modern pedagogical theory and practice, based on the need to prepare a person for life in a rapidly changing and interconnected world, growing global problems and crises.

This concept is based on the philosophy of global problems, the task of which is, first of all, to develop a means to overcome existing conflicts and counter all forms of extremism. An equally important task is to identify in all existing social, political, national and religious doctrines a common and mutually consistent core, which would make it possible to determine universally acceptable and interrelated goals, values, moral principles for the entire world community. The concept of multicultural education is one of the main parts of global education.

The relevance and prospects of multicultural education reveal the need for a purposeful introduction of relevant disciplines into the educational process and the resolution of one of the global problems of a modern updated society on their content. The preparation of students to understand other cultures, to recognize the surrounding diversity is provided by the system of multicultural education, which includes updated goals, objectives, content, management, organization, systematization and tracking of results. Multicultural education, as a system, is a general direction for achieving the desired result through the interdisciplinary integration of subjects, the humanization of education. Within the framework of the humanities, teachers turn to the moral and civic aspects, the education of a "citizen of the world", a tolerant and humane person with broad views.

One of the elements of such an education system at the Kuzbass State Pedagogical Academy is the content of the discipline “Multicultural education”, which is implemented by L.F. Mikhaltsova, Ph.D. in pedagogy, associate professor of the department of pedagogy, head of the Russian-American research laboratory “Civilization. Culture, Education" for us - students, meets modern requirements and is developed taking into account the demand of the educational services market on the basis of the Federal State Educational Standard of Higher Professional Education in the field of study: 050400 Psychological and Pedagogical Education, profile Educational Psychology, qualification (degree) "Bachelor" .

The indicated direction of training has pronounced professional, humanistic and axiological aspects and consists in the preparation of bachelors for preschool, general, additional, vocational education and cultural and educational organizations whose activities do not contradict the law. The purpose of the discipline: the formation of students' general cultural, general professional competencies and tolerant consciousness in the process of mastering the theoretical foundations of multicultural education, studying the problems of education and upbringing of children in a multiethnic society based on the concept of multicultural education.

Discipline tasks:

– expand students' knowledge of ethnic and cultural literacy;

- to form students' ethnocultural competence, understanding the essence of multicultural education and its value characteristics;

- to promote awareness of the mutual influence and mutual enrichment of cultures in the modern world, their social significance as the basis of pedagogical and cultural activities;

- to promote the professional development of the teacher and the formation of professional competence;

– to promote understanding by students of the complexity of the development of integrative processes of multicultural education;

- form positive attitude to multicultural education.

The discipline "Multicultural education" is an integral part of the training module 1 "Theoretical and experimental foundations of psychological and pedagogical activity", aimed at developing the subject competence of future bachelors. "Polycultural education" includes the following content: Multicultural education as a field of pedagogical science. Multicultural education as the cultural diversity of mankind in the context of the globalization of education. Multicultural education: domestic and foreign concepts and programs. Draft concept for the development of multicultural education in the Russian Federation. Man and culture, the interdependence of the concepts of multicultural education. Subculture as a means of self-expression of the individual. The educational potential of multicultural education in the modern Russian school. The meaning of human existence and the values ​​of multicultural education. Multicultural education as a general form of development of the individual and society.

The complexity of the discipline is 2 credit units - 72 hours, lectures - 18 hours, seminars - 18 hours, independent work - 33 hours, the form of final control of students' knowledge is a test. The content of the course "Polycultural education" is being implemented at lectures and seminars while integrating the theoretical and practical skills of students. Interactive forms of lectures: problem lecture, lecture-discussion, lecture-presentation, binary lecture, lecture with planned errors, lecture-presentation, lecture-reasoning, lecture-discussion, lecture-teleconference, lecture-conference.

The implementation of the content of the discipline "Multicultural Education" in a pedagogical university makes it possible to prepare competent bachelors who will successfully solve the problem of teaching children of different nationalities in theory and in practice.

Thus, the study of the modern problem of multicultural education will contribute to the realization of the uniqueness of a foreign history and culture, the formation of a sustainable interest in national cultures, will reveal to students the possibility of a valuable perception of what is happening, finding new solutions contemporary problems which will certainly enrich them spiritually and morally. Multicultural education will allow not only to educate a highly moral and tolerant person, to arouse interest in the national culture of other peoples, but also to prepare him for solving universal problems in a multicultural world.

Bibliography

1. Mikhaltsova L.F. Formation of value-semantic orientations of future teachers for creative self-development in conditions of continuous education: monograph. - Kazan: Center for Innovative Technologies, 2011. - 360 p.

2. National Doctrine of Education in the Russian Federation (approved by Decree of the Government of the Russian Federation of October 4, 2000 N 751) // Bulletin of the Ministry of Education of the Russian Federation. - 2000. - No. 11.

3. Education in a multicultural society. V.V. Putin, 12.07.2009 [Electronic resource]. http://diplomforum.ru/f87/t27441.html (accessed 11/11/2013).

4. The problem of multicultural education in American pedagogy (an analysis of the concept of D. Banks) // Pedagogy. 1993. No. 1. S. 104-109.

5. Slastenin V.A. Axiological foundations of pedagogy. // Pedagogy. - 2004. - No. 3. - P. 161-171.

Sections: General pedagogical technologies

Today, education is of great importance in modern society, since it is the foundation for the formation of personality and plays an important role in the family, school, and society. But one of the most pressing issues remains the issue of multicultural education of the younger generation.

The relevance of educating multiculturalism is explained, first of all, by the fact that the social reality of our life cannot exist as a monocultural one. An indicator of a progressive social life is the diversity of cultures. However, the clash in the process of globalization of various social phenomena, value priorities, lifestyles, cultures, on the one hand, creates conditions for their interaction and development, but on the other hand, it can become a source of negative conflict between various nations. This is due to the fact that it is easier for a person to communicate with people who share his point of view, have similar values ​​and beliefs, a culture of behavior. But still, he is not always comfortable among those who have a different culture, different views and positions. The degree of this discomfort depends on the situation in which the “meeting” of different cultures takes place, on the personal qualities of a person, his initial assessment of the environment. If cultures, values, ideals of people do not coincide, this can be expressed in intolerance, hostility towards another, which is serious step to conflict. A positive solution to the situation is possible if cultural differences are considered as one of the alternatives to human existence. Thus, one of the urgent problems of modern society is the education of a multicultural personality, capable of adequately perceiving representatives of a different culture and building relationships with them on the basis of tolerance.

Multicultural education is designed to suppress interethnic and interracial conflicts, the spread of fascist ideas.

It should be noted that multiculturalism, as a quality of personality, develops from childhood and throughout life under the influence of various social institutions, public organizations, and educational institutions.

Multicultural education is a direction of pedagogical science and practice aimed at educating the younger generation in the spirit of multiculturalism, which involves the formation of a personality who will be aware of the concepts of “tolerance”, “humanism”, “internationalism”, a developed sense of respect for peoples, nations, races and ethnic groups. .

As a teacher of foreign languages, I am more interested in the topic of multicultural education than anyone else. I have a good opportunity to implement it in my lessons.

A foreign language is one of the main means of educating multiculturalism. A schoolchild, learning a foreign language, along with the language gains experience in communicating with the outside world, with other people, the process of socialization of his personality takes place. This becomes possible due to the natural openness and susceptibility of the child to all circumstances that affect his development. If we take into account that the acquisition of experience most often occurs in a monolingual (single-lingual) and monocultural environment, in an environment in which subjects - carriers of one culture interact, then the child learns the "rules of the game" accepted only in a certain linguo-society - a community of speakers of one language and one culture. However, as you know, the modern world of a child is many-sided and multicolored from the point of view of both languages ​​and cultures. And therefore, ignorance of the languages ​​and characteristics of foreign cultures can lead to problems in communicating with their native speakers. To avoid this and to enable children to adapt to the multicultural conditions of living in the modern world, children should be introduced to foreign languages ​​and, through language, to the world of other cultures. Society and the school, including the program of teaching foreign languages, contribute to solving the problem of interethnic integration of peoples. It is this circumstance that dictates the need to consider the study of foreign languages ​​in the context of the general linguistic and cultural space of the country.

The purpose of my work is to adapt to cultural traditions, preserve ethnic culture and traditions, create conditions for mutual penetration, unite people of different nationalities in the name of peace on earth.

Educational tasks in foreign language lessons:

Education of tolerance, tolerance for cultural differences, recognition of the possibility of deviations from generally accepted standards;

Understanding and accepting another culture, exploring and supporting the ethnic differences with which children come to school;

Respect for cultural differences between representatives of different nationalities.

Now, multilingualism, knowledge of a foreign language by every resident is put forward as the main goal in the field of learning a foreign language. Foreign languages ​​currently determine the language policy of the country. Our country has its own socio-economic specifics, its own priority international relations, its own educational opportunities, its own needs for personnel, for whom a particular foreign language may be a priority.

In our case, the formation of a multicultural personality directly in the lessons of a foreign language is carried out through the solution of certain tasks. Here the student is the creator, the main character. The formation of a multicultural personality in the lessons of a foreign language contributes to the use of interactive teaching methods that develop the ability and skills of speaking. The leading place in these lessons is occupied by the creative and search activities of students, discussions, group and individual work, role-playing games.

Multilingualism contributes to the formation of an open person, open to the world, people, goodness and ready to work for the benefit of other people. Teachers should have knowledge about the upbringing of the younger generation, about the pedagogy of everyday life, family, clan, tribe, nationality and nation. Only then will they be able to bring up a real person who would have a developed culture of tolerance.

Multicultural education is aimed primarily at the preservation and development of the entire diversity of cultural realities that exist in society, at the transfer of this heritage to the younger generation. Multiculturalism is based on the fact that a person is the intersection of many cultures, which means that he can be mono- or multi-identical.

In the conditions of a multicultural reality, when people belonging to different linguistic and cultural communities come into contact, the mutual influence and interpenetration of cultures leads to the acculturation of members of societies that combine different cultures in their minds, oriented towards the other, predisposed to a dialogue with him. Language teaching, combined with familiarization with cultural and social values, can and should serve powerful tool mutual understanding between peoples.

And it is the teacher of a foreign language who is able to contribute here to the formation of tolerance in children, since the child encounters a new culture for him, alien ideas in foreign language lessons. A foreign language is a tool that should ensure unhindered communication, the exchange of ideas.