Keyword: «multicultural educational environment»

An analysis of the educational practice of educational organizations shows that when implementing the Federal State Educational Standard of Basic General Education, there is a need to instill in students love for the Motherland, for their people, respect for the traditions, history, culture of different ethnic groups, and to form a critically thinking multicultural person. A multicultural educational environment can play a special role in solving these problems. Therefore, a problem arises, which lies in the need to consider the multicultural educational environment as a pedagogical phenomenon. The purpose of the study is to identify the genesis and essence of the “multicultural educational environment” concept. The theoretical basis of the study was the culturological approach, the principles of cultural conformity, natural conformity, dialogization, multiculturalism, tolerance, as well as ideas of the relevance of ethnocultural and multicultural education, the impact of the environment on the development of students’ personality and their socialization. The study resulted in understanding of the multicultural educational environment as a combination of socio-pedagogical conditions that ensure the familiarization of students with Russian, ethnic and universal spiritual values in the course of learning various ethnic cultures in order to develop readiness for interethnic and intercultural communication, interaction and cooperation in the multiethnic, multicultural space of Russia , region and world. The main result of the education of students in a multicultural educational environment is the formation of readiness for interethnic and intercultural communication, which presumes teaching schoolchildren their native culture, initiating them into various ethnic cultures, constantly organizing interethnic and intercultural communication, interaction and cooperation in learning various subjects and extracurricular activities. Sociocultural reflection is formed In the process of interethnic and intercultural communication – awareness of the essence of communication, communication between ethnic groups and their representatives, cultures, and coordination of these processes based on the principles of tolerance and humanism. The materials of the article are of both theoretical and practical value, since consideration of a multicultural educational environment as a pedagogical phenomenon will allow us to develop educational and methodological support for the formation of the personality of a student as a representative of a particular ethnic group, a member of a multiethnic state, a citizen of Russia.

In the modern world, where cultural diversity is becoming an integral part of public life, the ability to constructively resolve interethnic conflicts is of particular importance. Subjects of education who are at the stage of active personality formation are faced with the need to develop tolerance, empathy and constructive dialogue skills. However, lack of knowledge about other cultures, stereotypical thinking and poorly developed communication skills often become an obstacle to harmonious interaction. This prompted us to conduct a study to identify the level of communicative tolerance among subjects of a multicultural educational environment and to find innovative technologies for its development. The study was conducted based on methodological approaches (cultural-historical, systemic, activity-based, personality-oriented, comprehensive) and principles (scientific nature, effectiveness, consideration of individual characteristics, availability, systematicity, consistency) and included target, theoretical-methodological, diagnostic, morphological, procedural, and result blocks, each of which comprised a set of methods and techniques to achieve its main goals. An empirical study of communicative tolerance of 10th-grade students of the Secondary School No. 10 in Kyshtym (N=36) was conducted using the methods of “Diagnostics of Communicative Tolerance” by V. V. Boyko and “Scale of Ethno-National Attitudes” (O. E. Khukhlaev, I. M. Kuznetsov, N. V. Tkachenko). It revealed an average level of communicative tolerance in most subjects, indicating moderate tolerance for individual differences. Most of the subjects demonstrated an average level of communicative tolerance. Subjects with patriotic attitudes were 36%, with neutral attitudes – 39%, with negative attitudes – 12%, with nationalistic attitudes – 13%. Ethno-national attitudes are predominantly patriotic and neutral, indicating respect for their culture in the absence of a pronounced interest in other ethnic groups. Correlation analysis revealed a link between a possible decrease in neutral ethno-national attitudes and an increase in the propensity for cooperation and communicative tolerance. For the effective resolution of interethnic conflicts, we certainly need complex measures, including the development of tolerance, communication skills and emotional intelligence, the study of cultures, avoidance of stereotypes, the practice of empathy and participation in conflict resolution trainings; the creation of a tolerant environment in the family and cooperation with the school. It is necessary to implement not separate measures, but program-target complexes capable of integrating the efforts of teachers, parents and students to develop communicative tolerance. The obtained results expand the understanding of the causes and prerequisites for the emergence of interethnic conflicts between students of comprehensive schools. The materials of the work and the developed recommendations can be used in mass practice by school psychologists and other employees of educational institutions for the purpose of conflict correction.