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 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.