Strengthening Of The All-Russian Identity And Problems Of Ethno-Linguistic Education

Abstract

The article analyzes the modernization of models of ethno-cultural (ethno-linguistic) education in the context of solving the tasks of the state national policy to strengthen the all-Russian civil identity, support for languages and cultures of the peoples of Russia. It is proved that an important task of ethno-national policy is not only to strengthen the all-Russian (state-civil) identity, but also its harmonious interaction with other identities, first of all, with the ethnic (ethno-cultural) identity. The complexity of developing a mechanism to address this target setting is due to Russia's multi-ethnicity and the peculiarity of its Federal structure. It is shown that different models of ethno-cultural (ethno-linguistic) education were implemented at different historical stages of Russia's development: Unitarian, autonomist, and multicultural, or a combination of them. The priorities are given to strategies for developing students' civil (political) identity at the present stage of educational language policy, because the ideological and methodological attitudes of ethno-national policy is dominated by views about the competitive nature of national and ethnic identity, so the problems of development of ethno-cultural identity desactualizada. The organization of language education in accordance with this approach, based on the free choice of native languages, including Russian, leads to the refusal of some students to study the ethnic languages of the indigenous peoples of Russia. It is proved that an important condition for the harmonization and strengthening of national and ethno-cultural identity is the development and implementation of cultural and developmental models of ethno-cultural education.