Keyword: «multicultural education»

Нhe article presents practical experience in solving problems of intercultural communication in a multinational school (MBOU Secondary School No. 10, Yerik settlement), where 83% of students are representatives of various ethnic groups and practice Islam. Using specific examples (gender-related authority of teachers, conflict over school uniforms, language barriers), the author analyzes key challenges in the interaction between students, parents, and teachers. Effective ways to overcome them are described, including dialogue, legal awareness-building, involving parents in school management, and adapting the educational process using the "dialogue of cultures" methodology. The article will be useful for teachers and administrators of educational institutions working in a multicultural environment.

The relevance of the research is determined by the need to train a new type of teacher capable of acting as a mediator of cultures and a translator of civic values in the context of globalization, growing intercultural tension, and the multi-ethnic nature of the educational environment. Existing approaches to language training in pedagogical universities are insufficiently focused on the purposeful development of students' civic identity in unity with intercultural competence. The aim of the article is the theoretical substantiation, development of the structure and content of the author's original technology for the formation of multicultural civic qualities of preservice teachers by means of a foreign language. The leading approaches to the research problem: systemic (considering technology as an integral set of interconnected components), competence-based (focus on the development of professionally significant competences), and culturological (considering the teacher as a mediator between the child and culture in the dialogue of cultures). The main results of the article: the structure of multicultural civic qualities including motivational value-driven, cognitive, activity-oriented, and emotional-volitional components is identified and described; an integrated technology is developed, represented by cognitive content-based, practical activity-oriented, value-oriented, and evaluative-effective units, ensuring the stage-by-stage formation of the studied qualities (from the motivational-orienting stage to the reflexive-evaluative stage); a criterion-diagnostic toolkit (cognitive, value-driven emotional, behavioral, and reflexive criteria with a three-level gradation) is proposed; a set of organizational-pedagogical, methodological, and personality-oriented conditions for the implementation of the technology is identified. The theoretical significance lies in the integration of language training with the development of civic identity and intercultural competence into a single technological system, where a foreign language acts not as a goal, but as a means of developing multicultural civic qualities. The practical significance consists in the fact that the developed technology has a practice-oriented potential and can be used in the development of curricula, special courses and modules in a foreign language for pedagogical specialties, and the proposed diagnostic toolkit allows tracking the effectiveness of the pedagogical process.

The article provides an in-depth analysis of the influence of ethnocultural and regional affiliation on personality formation in the context of globalization and a multicultural society. The article considers modern approaches to the study of ethnic and regional identity as socio-psychological phenomena, including interdisciplinary perspectives of psychology, sociology and pedagogy. Special attention is paid to the role of education as a key mechanism of socialization, ensuring the formation of value orientations, intercultural competence and social responsibility of students. Empirical research data confirming the interrelation of ethnocultural values, regional identity and personal development are presented, and prospects for the integration of regional and ethnocultural approaches in educational practice are discussed.

This paper examines the role of intercultural dialogue as a mechanism for the formation and transformation of national values in the context of the growing ethnocultural diversity of contemporary societies. The relevance of the study stems from the contradiction between the state‘s demand for the strengthening of traditional value orientations and the objective reality of polyethnic communities, in which bearers of different cultural codes engage in everyday interaction. The methodological foundation is the theory of the dialogue of cultures developed by M.M. Bakhtin and V.S. Bibler. The empirical basis comprises case studies from six multicultural regions of Russia, representing various levels and formats of intercultural interaction: from educational practices to public initiatives of national-cultural associations.