Mefodeva Marina, associate professor;
Markelova Inna, 5th year student;
Yashina Arina, 5th year student
Kazan (Volga region) Federal University
Distinguishing features of multicultural education
in elementary school
Abstract. The article is devoted to multicultural education in elementary schools in Tatarstan and the ways of implementing it. Multicultural education is inseparable from the general strategy of modernization of Russian education based on the principles of social targeting and the balance of social, ethno-cultural and national interests of schoolchildren. Multicultural education in elementary school is seen as a dialogue of cultures that helps younger learners understand the complex system of modern civilization.
Key words: multicultural education, elementary school, dialogue of cultures, consolidated cultural community, intercultural interaction.
The problems of education in modern multicultural and multinational society as well as the conflict-free coexistence of representatives of various ethnic groups and cultures living in the Russian Federation are relevant for Russian educationalists. Many scientists began to give preference to the idea of a dialogue of cultures in the form of multicultural education.
The purpose of the study is to analyze the ways of implementing multicultural education in elementary school of the Republic of Tatarstan, where almost all subjects are taught in Russian.
According to literature review, scientists define “multicultural” and “polycultural” education, but Shaykhov M.A. distinguishes the difference between these two notions saying that “polycultural” implies the variety and diversity of cultures, that is their coexistence “nearby”, whereas “multicultural” is used to denote the mutual influence, interpenetration, interaction of cultures, that is their coexistence “together” [9].
Multicultural education is considered by many scientists as a set of ideas, values and actions that promote peaceful, equal and mutually beneficial coexistence of various cultural, ethnic and social groups in one country, in other words, multicultural education is designed to counter racism, prejudice, xenophobia, bias, ethnocentrism, hatred based on cultural differences [4,5].
K. Bennett characterizes multicultural education in the form of ideas of cultural pluralism, equality and elimination of discrimination in education, the development of mutual understanding between cultural groups. Dzhurinsky A.N. points out that multicultural education provides the formation of a national identity, where the priority is given to the education of balance, compromise, mutual respect, pragmatism, rationalism, rejection of belligerent solutions. It is assumed education to unite, but not to separate subcultures [3].
Thus, multicultural education contributes to the development of skills for interacting with people through understanding and accepting cultural differences, which makes it possible to realize the essence of comprehended reality, to search the causes and meaning of what is happening around us, to interpret the modern reality of life with a critical eye. Learning to live together is one of the most important principles of the educational ideal of the 21st century, which differs from the classical ideal based on the polyhistory knowledge.
The goal of multicultural education in modern school is the personality formation capable of effective life in a multinational and multicultural environment with a developed sense of understanding and respect for other cultures, able to live in peace and harmony with people of different nationalities, races and beliefs [9,11].
It should be noted that the goals of the development of multicultural education are inseparable from the general strategy of modernization of Russian education based on the principles of social targeting and the balance of social, ethno-cultural and national interests of students. The specific objectives of multicultural education in primary school are:
– studying national traditions and values of Russian and world culture;
– creating conditions for the collaboration development of all ethno-cultural groups in a consolidated cultural community;
– preparing students for life;
– preparing students for learning in an open multicultural educational space.
Multicultural education implemented in elementary school allows students not only to take an active part in intercultural dialogue, but also to understand their own culture in close interconnection with other cultures of Russian society better. Multicultural education, executed in the process of socializing of an elementary schoolchild, is a successive expansion and strengthening of the individual value sphere, the formation of a person’s ability to evaluate and consciously build the attitude towards oneself, other people, society, the state, the homeland, the world on the basis of traditional moral norms and ideals. The organization and implementation of a multicultural educational environment in elementary school is executed in blocks that reflect the systematicity, personal identification in multicultural education through communication, training, education and intercultural interaction. The content of each block is presented according to students’ age which determines a learner-centered, differentiated approach to the implementation. The blocks reflect both the methodology and the content of the organization of the multicultural educational process at each educational level [5,7].
There are three most effective areas of multicultural education of primary school students: saturation of the information environment, emotional impact on the personality of the student, the formation of behavioral norms. The information environment involves giving knowledge about the traditions, customs of different nations, the specifics of their culture and values, etc. The emotional impact is developed in the process of implementing of the first area. It is important to elicit a response in the child’s soul, “stir” his feelings, teach him to sympathize and empathize. The student’s behavioral norms are formed and developed through the acquisition of knowledge about the norms of relations between nations, the rules of etiquette and the consolidation of this knowledge in their own behavior, actions and deeds. The implementation of these areas can be executed by using a variety of means, such as fiction, foreign languages, music, games, paintings, arts and crafts, etc. [1,10].
We have analyzed textbooks for elementary school, the content of which reflects the principles of multicultural education. For example, the Literary Reading program for grades 1–4 “School of Russia,” is aimed at enriching the moral experience of younger students with fiction; the formation of moral ideas about good, friendship, truth and responsibility; education of interest and respect for the Russian culture and culture of the peoples of multinational Russia and other countries. This program includes children's folklore of Western Europe and America, works of foreign classics (“Gloves”, “Four and twenty tailors”, “Suzanne and Moth”, “Moms Know, Children Know”); tales of S. Perrault (“Puss in Boots”, “Little Red Riding Hood”), H.Ch. Andersen (“The Princess and the Pea”), E. Hogarth (“The Mafia and the Spider”), L. Carroll (“Alice in Wonderland”), etc.
Within the framework of the work program “Outward things”, tasks, presented for the second grade, are aimed not only at creating the foundations of environmental education, but also at creating a system of positive national values, ideals of mutual respect, patriotism based on ethno-cultural diversity and the general cultural unity of Russian society as the most important national treasure of Russia.
In the Russian language lessons (grade 2, Kanakina V.P., Goretsky V.G.), poems of foreign writers and poets (J. Ciardi, A. Milne, H.Ch. Andersen and others) are used. In addition, the formation of students' understanding of the Russian language, its vocabulary and system is supplemented by the use of multicultural terms, the use of vocabulary dictations, exercises, essays, and methods of unfinished sentences on multicultural topics.
In the art classes great attention is paid to the life and work of prominent artists, composers, music performers, as well as the meaning of color and sounds in life, in the spiritual world.
In music lessons, the content of intercultural education is implemented through the formation of musical culture foundations, including music of the native land, the taste for art development; the ability to perceive music and express their attitude to musical works of Russian and foreign composers; the ability to embody musical images when creating theatrical and musical compositions and performances.
When younger learners start studying a foreign language they get mainly knowledge of a country, its geography, nature, language, etc. A.A. Mirolyubov notes that general education in teaching languages is achieved as a result of being acquainted with the culture of the country whose language is studied [2]. That is why the study of a foreign language involves the assimilation of not only a plan for expressing a certain linguistic phenomenon, but also a plan for its content, that is, the development in the consciousness of students the concepts of new objects and phenomena that have no similarities in their native culture or in their native language [6,8].
Thus, multicultural education in elementary school is seen as a dialogue of cultures that helps younger learners understand the complex system of modern civilization. Like other qualities of a socially oriented person, multiculturalism is the result of both objective conditions of influence of the social environment and targeted education. Based on the principle of the unity of logical and emotional perception, especially in elementary school, the continuity of the teacher’s work with the family, the organization of a single information environment in the school, and the emotional impact on children play a significant role in the formation and development of a multicultural personality.
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