ИССЛЕДОВАНИЯ ПРАКТИЧЕСКИХ И ТЕОРЕТИЧЕСКИХ РЕШЕНИЙ ПО ПРОБЛЕМАМ МУЛЬТИКУЛЬТУРАЛИЗМА В КАЗАХСТАНЕ

The article analyzes the new phenomenon of multiculturalism as a complex social phenomenon that is actively formed and developed in European integration contributes to the establishment and development of a multicultural society, is an analysis of new phenomena associated with the formation of new phenomena that develop in the context of European integration and investigated processes of multiculturalism in the post-classical paradigms of European integration and globalization. The urgency of the study of the phenomenon of multiculturalism, which is developed in European integration and globalization, the analysis of the problems of multiculturalism, the essence of multicultural processes in the post-classical paradigms of European integration and globalization. Given that multicultural society can facilitate closer links between European nations, as well as between Europe and other parts of the world, the Council of Cultural Cooperation of the Council of Europe recommends that the governments of member states to introduce issues related to multi-cultural and mutual understanding between different communities to protect, enhance and bring a higher level of human rights, fundamental freedoms and pluralist democracy and promote awareness of a European identity, find solutions to common problems that concerned the international community. It is noted that the relevance of the research topic that is inherent in modern civilization multiculturalism are the framework of relations, which fits seamlessly integrated and any other multicultural situation. Thanks to multiculturalism radically reinvented the question of cultural identity of Europe. Its origins lie in the phenomena that characterize the evolution of industrial societies of Western Europe: mass democracy, popular culture, consumer society, scientific technological revolution, the development of urbanization and urban culture, influence of the media and their privatization, new technologies in telecommunications, expanding the scope for training, continuing education. It is noted that multicultural space of coexistence of different cultures globalized world suffers from the same homogeneous transformations aimed at establishing priority multi-cultural environment, the formation of a common culture for all peoples of the world and is dispersed in the conditions of globalization. Globalization and European integration to support the creation of modern forms of communication and information models, network relationships connects specific group and culture, transforming the dynamics of cultural relations. Paradigm immigration process in Western Europe is based on three main trends: 1.Tendentsiya quantitative increase and geographical concentration. 2. The tendency to settle in the country of immigration. 3. More and more the predominance of immigrants from countries outside the European Community. Cultural citizenship in a multicultural world of globalization is characterized by the globalization of European society generates more cosmopolitan culture, adequate cosmopolitan culture can emerge only if the integration of national cultures, in the modern era should not be stopped searching component of collective and individual identity; mature identity can occur only through meaningful relation to the subject of history, nature, other human phenomena and events. Global multicultural society in which there are hundreds of nations and peoples - a multi anthropogenic universe that originated and evolved as an integral product of cultural integration between national organizations, transnational consortia supra-ethnic groups. It tolerance in terms of integration generates a lot of problems - social, economic, cultural, global. Global social context in which there are hundreds of nations and peoples - a multi anthropogenic universe that originated and evolved as an integral product of cultural integration between national organizations, transnational consortia of ethnic formations.

Since 2000, the issues of multiculturalism and multicultural society have been actively discussed and debated in Korean society. This article categorizes multiculturalism discourses in Korean society into “state-led multiculturalism” and “citizen-led multiculturalism” and examines their backgrounds, main contents, and strengths and weaknesses. To analyze the contents of “state-led multiculturalism,” this paper examines the policies and laws related to foreigners and immigrant brides as proposed by the Ministry of Justice, the Ministry of Gender Equality and Family, and the Ministry of Education and Human Resources Development. To analyze the contents of “citizen-led multiculturalism,” this paper examines the activities and viewpoints of non-governmental organizations (NGOs) that carry out multicultural programs for foreign migrant workers and foreign brides who have married Koreans. Results show that the Korean government’s multicultural policy is not a policy of multiculturalism, but rather a multiculture-oriented policy which is very assimilationist in essence. Also, the Korean government’s multicultural policy is not entirely “state-led” or “citizen-led” but more or less a “policy network” between the government and NGOs. As a policy recommendation, this paper proposes “stepwise multiculturalism” to combine the ideals of citizen-led multiculturalism and the practicality of state-led multiculturalism.

Globalization is a reality. It is one of the consequences .of globalization that there has been a cultural transformation which, in turn, forms a multicultural society. Entering the global world with no cultural identity, one would only get lost among the powerful cultures. This writing is an attempt to explain the importance of . teaching and learning the musical ensemble as an effort, among others, to prepare students for their entrance into the multicultural society. This writing tries to describe some phenomena and consequences of globalization. Based on some literature, the writer tries to explain some of the competencies necessary for an individual to live in the global world. Education as the basis for shaping personality can prepare students for that; so one of the efforts is providing ensemble music lessons. A musical ensemble has similarities with a multicultural society in terms of their condition and demand. Both demand individual and cooperative skills. Besides, both of them are also supported by individuals with different roles'and responsibilities

Like other forms of cultural continuity, mentoring is associated with national traditions and socio-cultural stratification of society. Mentoring can be identified both as a phenomenon of national culture and as a way of transferring knowledge and experience in specific cases. Mentoring (“nastavnichestvo”) is conceptualized within a certain ideology and national cultural code. It can be reflected through various associations from cultural and historical to individual and biographical. Accordingly, the requirements imposed on the mentor by society and on the “mentees” vary. In the most general sense, “mentoring” is not an activity, but a cultural mission. Direct, indirect and metaphysical forms of mentoring can be distinguished. A field study conducted in 2023 identified variations in how mentoring is interpreted and the role that people assign to mentors in their lives. It showed that “mentoring” as a cultural concept and a set of social practices without clear boundaries not only determines the vectors, forms and quality of general cultural and professional continuity, but, above all, creates a specific dynamic network of relationships between an individual and “significant others”. They can be permanent guides along the path of life or temporary assistants at certain stages of self-determination and entry into the profession, as well as in difficult situations. The tyЫpes of mentoring relationships and the mentors themselves are formed according to semantic differences. Mentoring is a set of socio-cultural roles performed in relation to an individual and by an individual at different stages of life.

After six years of formal art training in Europe, I returned home in the late 1960s very much influenced by modern western art and its secular utopian worldview. However, when viewed from a religious perspective, modern art evidenced the process of secularization and humanization. Local scholars lamented such art could led to the gradual loss of the nation's tradition which is steeped in spirituality. To them, Western-trained Malaysian artists’ works are a reflection of a captive mentality glorifying art that is spiritually debilitating, sociologically alienating and psychologically corrupting. Concerned with such phenomenon in Malaysia's post-Independence period, the government convened the National Cultural Congress (1971), to harness the cultural power in fostering unity in her multicultural society. Among the three resolutions recommended, one was Islam, as Malaysia's official religion, it would play a vital role in the formulation of a national cultural identity. In view of this historic event, I made a u-turn denouncing modern art, ingrained in me for decades, and made Islam as the raison d‘être of my art by responding to the challenges of NCC. This paper therefore, will extrapolate my five-decade artistic trajectory from Western-centric art period to Malay-Islamic art from 1970s -2018.

Just like in many countries around the world, there is a multicultural society in Northern Cyprus. As migrations to the island continue to increase, the phenomenon of multiculturalism has begun to be discussed in the education system. This research was conducted with the aim of determining the attitudes and views of primary school teachers in Northern Cyprus towards multicultural education. Mixed methods strategy was used in this research. In the research, the concurrent triangulation strategy from mixed methods strategies was used. Data collection tools the Teacher Multicultural Education Attitude Scale and developed interview form were used. In the quantitative part of the research, the Teacher Multiculturalism Attitude Scale was applied to 111 randomly selected teachers. According to the survey results, no significant difference was detected depending on the variables of gender, nationality, professional seniority, branch, graduation degree and graduated school. However, significant differences were identified in the multiculturalism scores age and based on the region where the teachers were employed. In the qualitative part of the research, interviews were conducted with 12 participant teachers. According to the qualitative findings, teachers perceived multiculturalism as diversity in terms of nationality, ethnic background, language, and religion. Further, teachers indicated that education in Northern Cyprus does not cater to a multicultural structure, leading to various problems experienced by students and parents, primarily related to communication. The teachers attributed this situation to the unpreparedness of the Ministry of Education (MEB) and the reluctance to change education policies due to an exclusive society. Subsequently, teachers expressed that they did not consider themselves competent in multicultural education and expressed a willingness to participate in in-service training programs if provided.

The work is devoted to the study of the process of ethnocultural socialization of students. A modern university is a multicultural educational environment in which, due to the use of its cultural and social potential, effective socialization is possible – a process of conflict-free entry of an individual with ethnocultural characteristics, values and behavior patterns of his people, into a multicultural society. The purpose of the article is to present the results of the ascertaining stage of the experiment on ethnocultural socialization of students in the multicultural educational environment of the university. In the course of the work, environmental, axiological, ethnocultural approaches were used. It was revealed that in student groups before the experiment, the majority of respondents were not familiar with the national culture of other peoples. Moreover, some respondents showed reluctance to get acquainted with a foreign-language culture. Based on the methods of observation, survey and questionnaires, conclusions were made that before the main work on ethnocultural socialization of students, the efforts of teachers should be focused on the formation of motivation to get acquainted with the cultural traditions of different peoples. This work is necessary to ensure the validity of further research in the event that the groups initially differ in the degree of motivation. It is argued that the formation of motivation is facilitated by the implementation of such conditions as the focus of the educational process of the university on the knowledge of ethnocultural traditions, customs of different peoples; reliance in the education of students on national traditions, culture and customs based on elements of ethnocultural reconstruction; the organization of interpersonal communication of students of different nationalities based on the principle of ethnocultural self-presentation.

The article considers the importance of forming in the minds of young people their own views on national culture in order to revive our spiritual values, while preserving national traditions. The ethical principles and directions of the great Kazakh Abai, who showed the way to humanity to future generations, are also analyzed in detail. In other words, it is clear that the poems and philosophical sayings of the Kazakh people are one of the main values for today's generation. The article also aims to inculcate in the minds of young people in today’s rapidly evolving society of technology, without losing the value of our national traditions for the younger generation, supplementing them with modern changes. It is obvious that the main feature that defines the unique identity and destiny of any nation is its national traditions and culture. And culture is the face, the spiritual essence, the soul, the mind and the intellect of a nation. Therefore, in order for the Kazakh nation in today’s technogenic society to have a higher level of image, spirituality and intelligence, it is necessary to educate future youth, along with national education, to appreciate our spiritual values and respect for the nation in our national consciousness.

Based on the scientific category of discourse, the article analyzes the rich professional experience of the creation and functioning of the artistic and journalistic discourse of the emigrant periodicals of Harbin in the early 1930s: the weekly supplement Molodaya Churaevka to the newspaper Harbin Daily News and its successor, the Churaevka literary newspaper, the periodical of the Harbin circle of art, science and literature "The Young Churaevka". The authors of the article focus on new scientific aspects: the preservation of the Russian national identity of the Russian emigration based on the development of interaction between Russian classical literature and domestic journalism, strengthening the sovereignty of the Russian national verbal culture, its promotion into the world space in order to strengthen the stability of the global world. Characterizing the features of the content of these publications, the authors of the article focus on the analysis of the concept of "Churaevka" in the national socio-cultural and historical-literary context, on identifying the integrative concept of Russian national culture embedded in it, its philosophical, aesthetic, spiritual and moral origins and axiological values that remain relevant. The consideration of the etymology of the concept "Churaevka", which contributes to the actualization of the deep national-historical foundations of Russian culture, is for the first time complemented by the inclusion in scientific discourse of the epistolary of Siberian writers A.A. Gryzov (Achair) and G.D. Grebenshchikov, more fully reflecting the dynamics of a meaningful, civilly responsible choice by emigrants of "Russian" China of the name of their periodical, the continuity of national cultural traditions, traditions of Russia, the peculiarities of the spiritual and moral foundations of the Russian national character. The background and multifaceted activities of the art, science and literature circle "The Young Churaevka", which largely determined the ideological and creative priorities and directions in the formation of the professional ideology and editorial policy of the literary newspaper Churaevka and its activities, are considered in the article as an important factor in increasing its socio-cultural role and influence on the life, self-determination of the young, rising generation of Russian emigrants in China, on the formation of their ideological picture of the world, as an important contribution to the then beginning process of the formation of the global Russian world. Analyzing the organizational, educational, journalistic, literary-critical activities of journalists, writers and critics of the emigre literary newspaper Churaevka and its predecessors, the authors of the article particularly note their high professionalism, patriotism, active civic position, objective, scientific-critical approach to the analysis of socio-cultural processes, literary and artistic phenomena, devoid of political expediency, based on commitment to professional ideology and the ideals of Russian national culture. The authors declare no conflicts of interests.

Offline: Why the UK must stay in Europe

This paper studies Kazakhstani citizens’ family language policy and language practices in education within the period of transference from bilingual education policy to multilingual education policy. The study starts with an analysis of different views on family language education and practices. Bilingualism or trilingualism are researched within the Kazakhstani society via families.Family language policy is influenced by three main factors: beliefs, individual practices, and intervention practices.These factors are in line with an integration to the constantly changing society and global world. These changes influence not only the community of practices, but also the family language policy in-depth. The quantitative study results show that citizens’ beliefs highly influence their choices of using languages at home and educational environment rather than their community and intervention practices. The research work revealed the similarity of parents and children’s language repertoires. Their beliefs concerning family language policy mostly depend on the fact that a certain language is more spoken in a society or it is necessary to us e it. In the survey results, Kazakh and Russian languages appeared to be more frequently used in the family. The study proposes to dwell on the other stakeholders’ voices in further research that may identify and explain various issues while bilingual-trilingual education transference.

Abstract: This article discusses the role of Islam as a missionary religion in encouraging active participation of its followers in missionary activities in Indonesia, a country rich in linguistic, ethnic, racial, and religious diversity. The close correlation between the progress or regression of the Islamic community and missionary activities creates the reality of a multicultural society in Indonesia. With a large and dispersed population across numerous islands, differences in religion, ethnicity, race, and language can have both positive and negative impacts, including the potential for conflict. The article focuses on a multicultural-based approach in the context of missionary activities, identifying the role of multiculturalism in society and highlighting appropriate missionary strategies. The two main questions addressed in this article are, first, what is the meaning of multiculturalism in society? And second, what are the suitable missionary strategies in the context of a multicultural society? Through this discussion, the article provides a profound understanding of the complex dynamics among missionary activities, Islam, and multicultural society in Indonesia. It demonstrates that successful missionary strategies have been implemented in multicultural communities and also offers valuable insights for readers interested in religious and multicultural issues.

The article considers the concept of “a new historical community - the Soviet people” as a theoretical construction and a life practice. The authors analyze the terms “Soviet people”, “nation”, “nationality”, stressing that they have not received a universal definition; and distinguish ‘Western’ and ‘Eastern’ approaches to interpreting ‘nation’. In the Western tradition, the progressive approach prevails and defines nation as a phenomenon of the Modern and Postmodern eras; while the Eastern tradition adheres to a more polycentric approach, i.e., defines nation as an ethnic community based on the national culture, national character and national spirit. The authors emphasize the need to consider all the above-mentioned terms in a single system, i.e., the Soviet people were an international community with clear national differences. If the people are interpreted as a political project, we get ideologies; if the Soviet people are interpreted as a discursive formation, we get the idea of the civil or ethnic national identity as a cultural phenomenon based on the native language and moral values, which allows to talk about national culture or national soul as manifestations of ethnic solidarity. Examples from the history of the once powerful USSR show that the formation of the Soviet people as a nation was based on the single territory and common historical destiny. Thus, the authors consider as a life practice (on the example of the culture of the provincial city Akmolinsk in the Republic of Kazakhstan on the eve of the Great Patriotic War) the culture of the Soviet people united by the common historical destiny. The Soviet people as a historical community consisted of many ethnic communities, national cultures and confessions, which allows to define nation as a systemic phenomenon rather than as a political structure. Moreover, the Soviet people were united by common goals of a political and cultural nature, which, as the history of the Soviet Union showed, had both solidarity and conflict potential.

Diversity and Learner-Centered Education

To identify the core components of cultural competence from a Swedish perspective. Background. The cultural diversity of Swedish society raises challenges for nursing practice. Nurses need to be culturally competent, i.e. demonstrate the effective application of knowledge, skills and attitudes to practice safely and effectively in a multicultural society. Existing frameworks of cultural competence reflect the socio-cultural, historical and political context they were developed in. To date, there has been no research examining cultural competence within a Swedish context. A Delphi survey. A purposeful sample of 24 experts (eight nurses, eight researchers and eight lecturers) knowledgeable in multicultural issues was recruited. Interviews were undertaken to identify the knowledge, skills and attitudes that formed the components of cultural competence. Content analysis yielded statements which were developed into a questionnaire. Respondents scored questionnaire items in terms of perceived importance. Statements which reached consensus were removed from questionnaires used in subsequent rounds. Three rounds of questionnaires were distributed during 2006. A total of 118 out of 137 components reached a consensus level of 75%. The components were categorised into five areas, cultural sensitivity, cultural understanding, cultural encounters, understanding of health, ill-health and healthcare and social and cultural contexts with 17 associated subcategories. There are some similarities between the issues raised in the current study and existing frameworks of cultural competence from the USA and the UK. However, Swedish experts placed less emphasis on ethnohistory and on developing skills to challenge discrimination and racism. This study identified the core components of cultural competence important to nurses practising within a multicultural society such as Sweden. Acquisition of the knowledge, skills and attitudes identified should enable nurses to meet the needs of patients from different cultural backgrounds. The components of cultural competence can form the basis of nursing curricula.