MULTI-CULTURAL EDUCATION IN THE MURMANSK REGION: PROBLEMS AND PERSPECTIVES Alexandra Burtseva, PhD in Pedagogy, Murmansk State Humanities University

THE CONCEPT AND PRACTICE OF UPBRINGING AND EDUCATION IN CULTURALLY DIVERSE INTERACTION aimed at establishing favorable relations of interchange and mutual understanding between different cultures; takes into account the cultural identity; contributes to gaining knowledge about other cultures, awareness of differences and similarities between cultures, traditions and way of life; generates a positive attitude toward cultural diversity; provides equal educational opportunities for people of all cultural groups. / Dzhurinsky AN

T ASK OF THE M ULTI -C ULTURAL E DUCATION : o Deepen knowledge about native culture as condition of integration to other cultures; o Form notions about cultural diversity in the world & Russia; o Develop positive relations between cultural differences; o Create conditions for understanding other cultures; o Form & develop skills for effective cooperation with representatives of other cultures; o Bring up children as tolerant & humanistic persons.

MULTI-ETHNIC STRUCTURE OF STUDENTS IN OUR REGION 983 foreign children (data on ): school age children and kindergarten age children Countries of origination – former Soviet Republics: Azerbaijan, Armenia, Georgia, Uzbekistan, Kyrgyzstan, Tajikistan, Turkmenistan, Kazakhstan, Ukraine, Belorussia, Lithuania, Latvia, Estonia, Moldova

CONDITIONS FOR MULTICULTURAL EDUCATION IN THE MURMANSK REGION Tolerance Cultural diversity Lack of national schools Lack of special preparatory schools/courses of the Russian language for foreign children

APPROACHES Culture of title nation is main part, Other cultures as extra components Cross- cultural Equal dialog between cultures Multi- cultural

CROSS-CULTURAL APPROACH According to the data, the Russian educational system uses this approach, as reflected in the structure of educational standards.

REALIZATION MULTICULTURAL EDUCATION IN RF The base component 70% The regional component of 25% Schools component of 5% 30% of teaching time can be devoted to the study of regional culture and / or cultures, native to the students. Under the regional component can be studied as a culture of neighbors affecting the traditional dominant culture.

THE DEVELOPMENT OF MULTICULTURAL COMPETENCIES = the development of multicultural competencies + attitudes of non- native cultures Attitudes of the traditional dominant culture

PROBLEMS AND PERSPECTIVES OF MULTI-CULTURAL EDUCATION IN THE MURMANSK REGION ProblemsPerspectives Lack of preparatory courses of the Russian language for foreign children Developing preparatory courses of the Russian language for foreign children No criteria to check the language competence for study at school Developing criteria to check the language competence for study at school Lack of pedagogical staff, ready to work in the Multi-cultural educational system Developing the system of Multi- cultural education in teacher training and additional education Not very high level of tolerant tools among parents, teachers, schoolchildren Lack of special students’ books adapted for multi-cultural conditions Developing students’ books adapted for multi-cultural conditions