Relevant bibliographies by topics / Multiethnic Education

Academic literature on the topic 'Multiethnic Education'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Multiethnic Education"

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Barnes, Diane. "Multiethnic Parentage." Journal of Ethnic And Cultural Diversity in Social Work 10, no. 3 (March 2001): 31–48. http://dx.doi.org/10.1300/j051v10n03_03.

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Greenwald, Oksana. "Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions." E3S Web of Conferences 278 (2021): 03013. http://dx.doi.org/10.1051/e3sconf/202127803013.

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Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.
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Auster, Lawrence. "America: Multiethnic, not multicultural." Academic Questions 4, no. 4 (December 1991): 72–84. http://dx.doi.org/10.1007/bf02683115.

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NOMOTO, Hiroyuki. "Multicultural and Multiethnic Education in Japan." Educational Studies in Japan 4 (2009): 53–65. http://dx.doi.org/10.7571/esjkyoiku.4.53.

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Shah, Saeeda. "Leading Multiethnic Schools." Educational Management Administration & Leadership 34, no. 2 (April 2006): 215–37. http://dx.doi.org/10.1177/1741143206062495.

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Paris, Django. ""They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools." Harvard Educational Review 79, no. 3 (September 1, 2009): 428–48. http://dx.doi.org/10.17763/haer.79.3.64j4678647mj7g35.

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In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.
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Leeman, Yvonne, and Trees Pels. "Citizenship Education in the Dutch Multiethnic Context." European Education 38, no. 2 (June 2006): 64–75. http://dx.doi.org/10.2753/eue1056-4934380205.

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Bidwell, Lee. "Book Review: Multiethnic Moments." Teaching Sociology 36, no. 2 (April 2008): 174–76. http://dx.doi.org/10.1177/0092055x0803600214.

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Burlakova, Mariya V., and Tatiyana V. Burlakova. "Career-oriented training of students within multi-ethnic groups at pedagogical university: a new vision of the individualized education." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 19–25. http://dx.doi.org/10.20323/1813-145x-2021-2-119-19-25.

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The phenomenon of multiethnic groups is becoming an urgent issue at the university level. An increased number of mixed groups of learners from different cultures highlights the lack of appropriate methods and means of planning the educational process and requires developing a newer scientific understanding of the education individualization as a strategy for training specialists at the pedagogical university. This paper deals with the theoretical foundations of the individualization in students training in the multiethnic group. The authors have set the objectives of studying the passport of the current national project «Education» by the Russian government; of analyzing the theoretical foundations of multicultural education; of developing some new principles which are to complete the author's concept of individualization of professional training of students at the pedagogical university; of describing the culture maps as a means of individualization of education within multiethnic groups. The authors come to the conclusion that even general understanding of students’ culture-specific behaviours in the educational environment, made into the culture map for each individual multiethnic university group of the university,can help to promote mutual understanding between the subjects of the educational process, which is a factor of the outer individualization. Besides, it can help students accurately understand the professional goals of their training at a Russian pedagogical university, and motivate students to develop an active social attitudes, which is a factor of the inner individualization of training. The authors emphasise the important role of the culture-specific factors in the process of individualization of professional training of students in the multiethnic group of a pedagogical university. The results obtained in the paper can be used in education in order to increase the attractiveness and competitiveness of the Russian universities in the international education industry.
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NAKAYAMA, Aoi. "Education for Multicultural and Multiethnic Diversity in Germany." Comparative Education 2000, no. 26 (2000): 130–47. http://dx.doi.org/10.5998/jces.2000.130.

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Dissertations / Theses on the topic "Multiethnic Education"

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Yi, Lin. "Education, cultural difference and social mobility in multiethnic northwest China." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/4c28b046-f4bb-4120-8d3b-84e70fbef37c.

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Wijesekera, Harsha Dulari. "Students' ethnolinguistic identities in multiethnic, bilingual education classrooms in Sri Lanka." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119217/1/Harsha%20Dulari_Wijesekera_Thesis.pdf.

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This study investigated how multiethnic Bilingual Education (BE) classrooms (English and Mother-tongue: Sinhala or Tamil) in post-conflict Sri Lanka can shape students' ethnic identities towards an ethnically inclusive national identity. Using Bourdieu's theories of capital, habitus and field, the study identifies two key findings: the importance of the flexible use of all available languages in multiethnic classrooms to scaffold language and academic content learning; and the creation of inter-ethnic reciprocity. Findings also show the dual role of English as a tool of reconciliation, and a weapon of social stratification. The study presents positive practices to be applied, and negative practices to be avoided both at implementation and policy levels in similar contexts.
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Rantala, Marjo, and Helena Stålhandske. "Belize : How school can work in a multilingual and multiethnic country." Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-633.

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This essay is about schools in Belize and how they handle the variety of cultures and languages. The study is based on observations and interviews made in four different schools. We spent one week in each school and every school represent one specific ethnic group. These ethnic groups are Creole, Maya, Garifuna and Mestiso. The interviews treat the different ethnic groups, their view of school and their relationship to the other ethnic groups living in Belize. To give an understanding about Belize we also present some common facts about the country which we have got from various books.

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Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.

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This study explored how a multicultural/multilingual school negotiated culture with limited English proficient (LEP) students' families, particularly in the context of parent involvement activities. In order to understand how such negotiation of culture occurred, the researcher focused on the perspectives that school administrators, teachers and parents of students in an English as a Second Language (ESL) program had on the education of LEP students and their parents' involvement in school-organized activities. It also focused on the participants' understandings of cultural capital and the extent to which the school builds on immigrant /sojourner families' knowledge and culture to support their children's education. In this ethnographical study, the researcher used a variety of data collection procedures: a questionnaire for teachers and parents, document analysis, interviews, and participant observation. While results from the questionnaires show that teachers and parents had similar views of LEP student education and parent involvement, more detailed information gathered through interviews and observations show that school personnel and immigrant/sojourner parents held different perspectives and expectations. Moreover, the results revealed that cultural capital, social class, and parents' educational attainment level influence the way parents understand the academic and social expectations of the school's dominant culture and their interactions with school personnel. Likewise, cultural biases influence school administrators and teachers' perceptions and interactions with parents from ethnic/linguistic minority groups.
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Schultz, Ruth Anne. "The role of multiethnic art education in the American public schools of the 1990's." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 65-69).
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Deka, Mayuri. "Why should I read this? The Reasons and Pedagogical Tools for a Multiethnic Literature Classroom." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227642880.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from OhioLINK ETD abstract webpage (viewed Feb. 2, 2010) Advisor: Mark Bracher. Keywords: Literature; Multiethnic; Pedagogy. Includes bibliographical references.
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Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.

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Thesis (M.M.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.
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Lesuma, Caryn Joan Lefaga. "Windows and Mirrors: Selecting Multiethnic Young Adult Fiction to Increase Adolescent Engagement with Academic and Cultural Literacy." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3516.

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Current scholarship in literacy education underscores the inefficacy of standardized education in public schools, particularly for minority students. At the same time, a longstanding lack of understanding between the various culture groups that live in the United States often results in minority groups that are either stereotyped, misunderstood, or viewed as Other. Both of these issues can be traced to the literature that students read in school, which focuses on "classic" literature—often synonymous with "white" literature—that excludes minority narratives. While minorities struggle more with "academic literacy" (the ability to read and write in an active, reflective manner), there is also a pressing need to educate all students in "cultural literacy," or a knowledge of and appreciation for difference in worldview, culture, and opinion. One possible solution is a more effective implementation of multiethnic young adult literature in the classroom. Careful consideration of specific cultural texts can help minority students connect positively with literature, increasing student engagement with academics. Providing educators, librarians, and parents with a framework for selecting literature that begins to address this issue is a critical first step in empowering minority students with emotional and intellectual development as well as providing mainstream students with alternative perspectives that establish common ground, develop social awareness, and reduce stereotyping across groups. This thesis examines literacy and education studies to develop criteria and rationales for selecting books that appeal not only to minorities, but to readers from outside those groups. These criteria provide useful guidelines for educators and librarians in selecting multicultural novels for young adults that (1) act as "mirrors" of relatability to boost self-esteem and foster a love of reading in minority youth, and (2) provide "windows" into other cultures that promote greater cross-cultural respect and understanding. After setting up a theoretical framework that lays out the challenges and benefits to this approach as well as criteria for selecting these novels, this paper provides analyses of several books that meet these criteria as well as a booklist of additional titles. Addressing these issues within the context of young adult literature is crucial to the development of self-assertive, productive adults who value themselves and the different individuals that they interact with on a daily basis; on the other hand, failure to address these issues early perpetuates a cycle of marginalization and distrust that is difficult to break in the adult world.
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西野, 節男, and Setsuo Nishino. "マレーシアにおける教育改革とイスラーム化政策 : 価値多元化への対応をめぐって." 日本教育学会, 1997. http://hdl.handle.net/2237/10867.

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Pinheiro, Aquiles Santos. "Identidade, língua e cultura: usos sociais e políticos do Nheengatu na comunidade indígena do Cartucho, no Médio Rio Negro AM." Universidade Federal do Amazonas, 2011. http://tede.ufam.edu.br/handle/tede/2883.

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Made available in DSpace on 2015-04-11T13:59:44Z (GMT). No. of bitstreams: 1 Aquiles.pdf: 2865786 bytes, checksum: bfa275e310f2a56655c0188f135cedd3 (MD5) Previous issue date: 2011-10-25
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Taking language as a cultural diacritic and as mark of ethnic identity, I develop in this text, an argument that seeks to establish a relationship between identity, language and culture. The focus of the approach is oriented for the empirical context of the emergence of new collective identities indigenous. The objective is to demonstrate the processes of reconstruction of ethnic identity from the handling and/or mobilization of the diacritic signs that can be used to demarcate the "ethnic boundaries" of a culture. The analysis covers the empirical context of the middle Rio Negro region, more specifically the Cartucho indigenous community, located on the island of Wabada in the Middle Rio Negro Indigenous Lands II - AM. From this perspective, the object of study the research present are the social and political uses of language General Amazon (the Nheengatu) that derives historically the Tupinamba and was adopted as the franca language during the colonial period establishing the communication and social interaction between indigenous and non-indigenous. Currently, this language is still spoken in the entire region of Rio Negro and is used by many people as an instrument of ethnic identity affirmation, as observed among The Bare, whose original language is no longer spoken. The choice of the Indigenous Land Middle Rio Negro - II is due to cultural and linguistic diversity existing in this region. The main reason given in the anthropological literature for the maintenance of this multiethnic complex is the persistence of linguistic exogamy and patrilocal residence, i.e. in this region men usually marry women who speak a language different from yours. In such circumstances, children grow up speaking two languages. However, the language that identifies the person, the village and the ethnic group is mainly the language of the father and not the language of the linguistic group of the mother. Indeed, they are speakers that dominate three or more languages which are spoken in daily life and in the family. These native language speakers are still to able understand other indigenous languages spoken in the community, as well as Portuguese, but between them they speak predominantly Nheengatu. This scenario presents itself as the ideal for the study of social and political uses of Nheengatu due to be a context of bi-and multilingualism. The initial question is to know the reasons why certain languages are spoken or not, depending on the social context or situations of collective communication and social interaction, circumstantial or otherwise, in that speakers are in concrete achievements in domains social of language. The hypothesis that guiding this research is a that the Nheengatu was consolidated as a franca language, and for this reason, became the instrument that enables communication and social interaction, serving as a inter-ethnics mediator in the region of and even more, has established itself as the native language or traditional language, that has been adopted by various ethnic groups who have lost their native tongues, as is the case the Bare people. The method adopted for carrying out the fieldwork research was participant observation. Data collection was performed by authorized recordings of individual interviews and collective, that is, in speech in public meetings of the Association of Indigenous Communities and Riparian - ACIR, as well as social events, sports and cultural community.
Tomando a linguagem como um diacrítico cultural e como marca da identidade étnica, desenvolvo neste texto, um argumento que busca estabelecer uma relação entre linguagem, identidade e cultura. O foco da abordagem é orientada para o contexto empírico da emergência de novas identidades coletivas indígenas. O objetivo é demonstrar os processos de reconstrução da identidade étnica a partir da manipulação e/ou mobilização dos sinais diacríticos que podem ser usados para demarcar as fronteiras étnicas de uma cultura. A análise abrange o contexto empírico da região do Médio do Rio Negro, mais especificamente a comunidade indígena do Cartucho, localizada na ilha de Wabada nas Terras Indígenas Médio Rio Negro II - AM. A partir desta perspectiva, o objeto de estudo do presente pesquisa são os usos sociais e políticos da Língua Geral Amazônica (o Nheengatu) que deriva historicamente o Tupinambá e foi adotado como a língua franca durante o período colonial que institui a comunicação ea interação social entre indígenas e não-indígenas. Atualmente, essa língua ainda é falada em toda a região do Rio Negro e é usado por muitas pessoas como um instrumento de afirmação da identidade étnica, como observado entre os Baré, cuja língua original não é mais falada. A escolha da Terra Indígena Médio Rio Negro - II é devido à diversidade cultural e linguística existente nesta região. A principal razão apontada na literatura antropológica para a manutenção deste complexo multi-étnico é a persistência da exogamia linguística e residência patrilocal, ou seja, nesta região os homens geralmente se casam com mulheres que falam uma língua diferente da sua. Em tais circunstâncias, as crianças crescem falando dois idiomas. No entanto, a linguagem que identifica a pessoa, a aldeia e o grupo étnico é, principalmente, a linguagem do pai e não o idioma do grupo linguístico da mãe. Na verdade, eles são falantes que dominam três ou mais línguas que são faladas na vida diária e na família. Estes falantes nativos ainda são capazes de compreender outras línguas indígenas faladas na comunidade, bem como o Português, mas entre eles, falam predominantemente o Nheengatu. Este cenário apresenta-se como a ideal para o estudo dos usos sociais e políticos do Nheengatu, devido a ser um contexto de bi-e multilinguismo. A pergunta inicial é conhecer as razões pelas quais certas línguas são faladas ou não, dependendo do contexto social ou situações de comunicação coletiva e a interação social, circunstancial ou não, em que os falantes estão em realizações concretas nos domínios sociais da linguagem. A hipótese que norteiam esta pesquisa é que o Nheengatu consolidou-se como uma língua franca, e por esta razão, tornou-se o instrumento que permite a comunicação e interação social, servindo como mediador inter-étnico na região e, mais que isso, estabeleceu -se como a língua materna ou tradicional, e tem sido adotada por vários grupos étnicos que perderam suas línguas nativas, como é o caso do povo Baré. O método adotado para a realização da pesquisa de campo foi a observação participante. A coleta de dados foi realizada por gravações autorizadas de entrevistas individuais e coletivas, isto é, em discurso em reuniões públicas da Associação das Comunidades Indígenas e Ribeirinhas - ACIR, bem como eventos sociais, desportivos e da comunidade cultural.
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Books on the topic "Multiethnic Education"

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Multiethnic education: Theory and practice. 2nd ed. Boston: Allyn and Bacon, 1988.

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Multiethnic education: Theory and practice. 3rd ed. Boston: Allyn and Bacon, 1994.

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1945-, Clarke Susan E., ed. Multiethnic moments: The politics of urban education reform. Philadelphia: Temple University Press, 2006.

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Negotiating political identities: Multiethnic schools and youth in Europe. Burlington, VT: Ashgate, 2010.

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Marietta, Saravia-Shore, and Arvizu Steven F. 1941-, eds. Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland, 1992.

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Faas, Daniel. Negotiating political identities: Multiethnic schools and youth in Europe. Burlington, VT: Ashgate, 2010.

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In the shadow of race: Growing up as a multiethnic, multicultural, and "multiracial" American. Mahwah, N.J: Erlbaum, 1998.

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Teacher's guide for In the shadow of race : growing up as a multiethnic, multicultural, and "multiracial" American by Teja Arboleda. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.

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Nadel, M. V. Foster care: Challenges faced in implementing the Multiethnic Placement Act : statement of Mark V. Nadel, Associate Director, Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Human Resources, Committee on Ways and Means, House of Representatives. Washington, D.C: The Office, 1998.

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Curriculum Guidelines for Multiethnic Education. Anti Defamation League of Bnai, 1991.

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Book chapters on the topic "Multiethnic Education"

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Sitorus, Merdilince, and Zulkarnain. "SCMM Contributions on Multiethnic Education in Educational Works in Indonesia." In Proceedings of the Annual Conference on Research, Educational Implementation, Social Studies and History (AREISSH 2021), 108–18. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-17-6_13.

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Cruz-Janzen, Marta I. "Against the Odds: Multiethnic and Multiracial Students Surviving in US Schools." In Race, Ethnicity and Gender in Education, 141–64. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_8.

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Kallarackal, Emmanuel B. J. "Peace Education in Multiethnic/Religious Settings: NESNIM as a Possible Model." In International Handbooks of Religion and Education, 759–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_47.

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Kostlán, David. "Structural and Personal Forms of Discrimination in Slovak Multiethnic Schools." In Migrant, Roma and Post-Colonial Youth in Education across Europe, 213–27. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137308634_14.

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Maturo, Antonio, and Rina Manuela Contini. "Formalization of Models and Strategies for Diversity Management in a Multiethnic and Multicultural School1." In Higher Education Management and Operational Research, 239–52. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-976-3_14.

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Chaudhari, Prema. "A Mixed Sense of Belonging: Fluid Experiences for Multiracial and Multiethnic College Students." In Preparing for Higher Education’s Mixed Race Future, 105–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88821-3_6.

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Okubo, Yuko. "3.4 Negotiating the Boundaries Within: An Anthropologist at Home in a Multiethnic Neighborhood in Urban Japan." In International Handbook of Interpretation in Educational Research, 579–97. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9282-0_27.

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Horowitz, Jeremy. "From Electoral Politics to Policymaking." In Multiethnic Democracy, 110–33. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198852735.003.0006.

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This chapter examines the connection between electoral politics and policymaking. It shows that in Kenya the imperative of courting voters from multiple ethnic groups during elections creates an incentive for politicians to propose—and adopt—universal policies that distribute benefits widely. To illustrate the electoral value of universal policies, this chapter examines reforms in Kenya’s education sector. Since the return to multiparty politics, presidential aspirants have made education reform central to their electoral appeals, and successive leaders have implemented a number of reforms—most notably the reintroduction of free primary education (FPE)—that have dramatically increased access to formal education among children from all ethnic groups. The effects documented in the education sector are part of a broader movement away from particularistic policymaking in Kenya’s multiparty era.
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"MULTIETHNIC EDUCATION ACROSS CULTURES: United States,." In Race, Culture, and Education, 183–96. Routledge, 2006. http://dx.doi.org/10.4324/9780203088586-31.

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Postiglione, Gerard. "Education and Cultural Diversity in Multiethnic China." In Minority Education in China, 27–44. Hong Kong University Press, 2013. http://dx.doi.org/10.5790/hongkong/9789888208135.003.0002.

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Conference papers on the topic "Multiethnic Education"

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Saniati, Elia Nurih, and Juju Masunah. "Multiethnic Value in Dodogeran Dance." In 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.053.

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Kirirllova, Natalia, Elena Zaytseva, Tatyana Guryanova, Kristina Fadeeva, Irina Gerdo, and Tatyana Lvova. "EXPRESSION OF FEAR THROUGH MULTIETHNIC PROVERBS IN LINGUISTIC EDUCATION." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020121.

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Abdrafikova, Albina, Tatiana Pimenova, and Iskander Yarmakeev. "ROLE PLAY AS A TEACHING METHOD OF STUDENTS’ TOLERANCE FORMATION IN MULTIETHNIC EDUCATIONAL ENVIRONMENTS IN EFL CLASS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0490.

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Fauzi, Iwan. "Teaching English in Multiethnic Classroom: A Case Study on Phonemic Variation of Secondary School Students in Central Kalimantan." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.36.

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Rizal, Yenni, Ahman, Juntika Nurihsan, and Nurhudaya. "Calibration and Standardization of Happiness Measurement Through Rasch Models Based on Multiethnic Teenagers in Indonesia." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.038.

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Egorova, Maia, Sergey Barov, Tatiana Orlova, and Lilya Antonova. "THE OFFICIAL LANGUAGE PUTONGHUA IN THE EDUCATION SYSTEM OF THE PRC AND PRESERVATION OF THE MULTIETHNIC NATURE OF CHINESE SOCIETY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2090.

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Ершов, В. Ф. "The concept of state policy for the formation of a harmonious educational space in the multiethnic environment of secondary schools in the Moscow region." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.96.70.049.

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в статье рассматривается государственная образовательная политика в сфере реализации перспективного комплекса учебно-методических, организационных и общественно-культурных мероприятий по интеграции детей-иммигрантов в российский социум. Раскрывается перспективное значение научно-исследовательской разработки вопросов интеграции детей-инофонов в российское образовательное пространство, особенностей их языковой и культурной адаптации, методики организации учебного процесса и др. Актуальность статьи определяется задачами дальнейшего строительства в России гармоничного общества, совершенствования методики преподавания, формирования толерантного образовательного пространства в школах Подмосковья. Автор приходит к выводу о том, что современная система образования России успешно решает данный вопрос, обеспечивая обучение детей-иммигрантов на необходимом уровне. В то же время существуют направления возможного дополнительного совершенствования учебно-методической и психологической работы с детьми-инофонами в целях их быстрейшей и комфортной интеграции в социум страны проживания – России. Стремление детей иммигрантов получить образование и интегрироваться в российское общество делает их креативными гражданами страны, укрепляя межцивилизационный диалог в рамках стран СНГ и всего постсоветского пространства. the paper examines the state educational policy in the implementation of a promising complex of educational, methodological, organizational, and socio-cultural activities for the integration of immigrant children into the Russian society. The article reveals the promising significance of the research development of the issues of integrating children-speakers of other languages into the Russian educational space, the peculiarities of their linguistic and cultural adaptation, methods of organizing the educational process, etc. The relevance of the article is determined by the tasks of further building a harmonious society in Russia, improving teaching methods, forming a tolerant educational space in schools in the Moscow region. The author concludes that the modern education system in Russia successfully solves this issue, providing education for immigrant children at the required level. At the same time, there are directions for possible additional improvement of educational, methodological, and psychological work with the children-speakers of other languages to integrate them quickly and comfortably into the society of the country of residence – Russia. The desire of immigrant children to get an education and integrate into Russian society makes them creative citizens of the country, strengthening the inter-civilizational dialogue within the CIS countries and the entire post-Soviet space.
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Necula, Gina Aurora. "ON TOLERANCE AND TEACHING STRATEGY IN DESIGNING TOOLS FOR TEACHING FOREIGN LANGUAGES TO MULTICULTURAL AND MULTIETHNIC GROUPS OF STUDENTS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0535.

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Hodriani, Hodriani, Halking, and Julia Ivana. "The Culture of Gotong Royong the Multiethnic Society in North Sumatera: How to Introduce It to Students through Civic Education?" In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssis-18.2019.69.

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Baranov, A. "THE ETHNIC FACTOR OF THE CRIMEAN YOUTH’S PERCEPTION OF THE PROSPECTS OF MODERNIZATION." In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2613.s-n_history_2021_44/272-277.

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The author of the article determines the differences in the perception of multiethnic youth in the Republic of Crimea and Sevastopol of the prospects for the modernization of society, depending on ethnic self-identification. The article was prepared on the basis of questionnaire and expert surveys conducted by the team with the participation of the author in 2018—2019. The author is concluded that the division of the Crimean youth into supporters of economic and political modernization, as well as supporters of traditionalism, is largely determined by the ethnic self-identification of the respondents. The main social factors of perception of modernization prospects are the size of the locality where the respondents live, the level of education, belonging to students or working youth. The modality of the attitude to the prospects of modernization depends on the assessment of personal, legal, financial and economic security, on the ideas about the type of interethnic relations in the Crimea.
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