Multicultural Education: Preparing students in Russia for a global society Natalia Sinyagina Dr. Natalia Sinyagina Director The Federal Child Development and Prevention Research Centre Ministry of Education and Science of the Russian Federation Moscow, 2013 The Federal Child Development Research Centre

Solving upbringing problems Promoting a healthy lifestyle Preventing drug addiction Providing social and pedagogical support of children and youth The Federal Child Development Research Centre

More than 130 nationalities represented. Recent significant influx of migrants. 3 million immigrants enter the country every year. 1/5 th does not speak Russian. 50% cannot independently fill out any official documentation. Less than 2% desire to make Russia their new home. No desire to adapt. Challenges in modern-day Russia

Research Study (seven federal districts of the Russian Federation) Sample: 2, ,500 students, grades 7-11, 360 parents teachers different nationalities heterogeneous composition. Main methods: The general communicative tolerance study. method (V.V. Boiko ) The social and psychological adaptation questionnaire. (K. Rogers and R. Diamond) Goal: To obtain a better understanding of contemporary interethnic interactions in the student environment. The ethnic tolerance level questionnaire (N.Yu. Sinyagina)

"Is there a nationality, to which you have an aversion?" 83% of the students answered “YES" 40% of respondents divided nationalities into "good" and "bad“. 1 in 5 adolescents avoids any kind of interethnic communication. 32% do not avoid communication, but do not seek to establish trusting relationships with people from different nationalities. Reflects the state of consciousness of adults: more than 25% of both groups find interethnic marriage an impossibility for them. Results: "alienating” feelings (resentment, anger and jealousy) prevailed

60% Over 60% of students not interested in the history and culture of other nationalities. Age 6: ~50% aware of nationality Age 9: 100% aware *Many learn of their nationality through so-called ethnic conflicts. Teachers:. 54% high level of xenophobia 65% negative attitude toward a number of ethnic groups. Teachers: More than 50% expressed opposition to the introduction of multicultural education courses in the educational process Lack positive images of interethnic relations

Students’ environment is characterized by many social fears. "I do not want to live. I'm afraid to live, afraid to get run over by a car, I'm afraid to get a bad grade, I’m afraid of my parents, I feel uncomfortable around friends, I am very afraid terrorist attacks... I do not want to live. “ – 13 year old, suicide victim "All babies cry the same, but when they grow up, they do not have the same habits. This is a result of education.“ – Xun Zi We are all responsible for raising the children of this world! Remember Beslan, New York, London, etc.

Definition: A process of forming constructive attitudes toward interethnic interaction within the minds of students. Result: A realistic level of consciousness and behavior, that reflects the mentality and spiritual and moral standards required for human coexistence. Taking into account age-appropriateness. Multicultural Education Program in Russia Preschool/elementary Raising awareness of cultural values and empathy. Adolescents Helping form moral principles and choose appropriate life goals and behaviors. Older students Developing ability to analyze and compare various perspectives on social processes and phenomena and improve skills needed to have constructive interethnic dialogue and cooperation.

Pilot Study in North Ossetia (Alania). 12 schools | > 750 students | 27 teachers  12 out of 12 positive reviews from researchers and experts  Russian Ministry of Education and Science recommended the program  Currently implemented in several regions in Russia. North Ossetia 57.4% teachers, 62.2% parents, 75% students had a positive experience with the program, saw the benefits of it, and recommended it for continued use. Pedagogical Risks Discovered 1) Lack of willingness, competence and professionalism. Teacher development program 2) Underdeveloped content & methods Availability of knowledge resources and methods Readiness of the parents and teachers to participate Recommendations published Seminar series with pedagogues.

References 1.Federal Education Standards Federal Portal of the Ministry of Education and Science of the Russian Federation 2.Proceedings of the International Conference II: Poly-lingual education as the basis for the preservation of linguistic heritage and cultural diversity of humanity. / Ed. TT Flounder, LV Gazaeva - Vladikavkaz. "Corn", UNESCO. 3.Sinyagina, NY Essence, the causes and prevention of ethnic conflict. - "Acmeology». - № p Sinyagina, NY. Multicultural education program. - Moscow: ANO "TSNPRO" p. 5.Tishkov, VA. cultural mosaic and ethnic politics in Russia / / Intercultural dialogue: Lectures on inter-ethnic and inter-confessional cooperation / Ed. Martynova M. Yu, VA Tishkov, NM Lebedeva. - M., 2003.