Ethnocultural Education Research Articles

Теоретико-методические основы эксперимента по формированию этнической картины мира дошкольников

The paper reveals the content of the subject-object field of the experiment conducted on the basis of preschool educational institutions in Vladikavkaz, aimed at the formation of ethnocultural awareness of children. The specification of the target installation and the main tasks of the experiment was carried out. The levels of formation of informational-cognitive, emotional-value and effective-practical criteria of ethno-cultural education of older preschoolers at the ascertaining stage of the experiment are determined.

Формирование этнокультурной модели развития российского дошкольного образования

The paper considers the issue of strengthening the ethno-cultural component in the educational and educational process in the system of preschool educational institutions. Based on the generalization and systematization of scientific data, proposals for the formation of an optimal model of ethno-cultural education are formulated.

FORMATION OF ETHNOCULTURAL COMPETENCE IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION

The article examines the formation of ethnocultural competence of an individual in system of professional training, the content of ethnoculture, its main functions, components are analyzed ethnocultural competence, the types of its formation, the levels of its formation are determined personalities, the main methods, forms, means of implementation in the pedagogical process are outlined system of professional training. The main aim of this article is to іdentify and characterize a number of theoretical problems of ethnocultural education, introduce it to its practical experience. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of vocational education institutions during the formation of ethnocultural competence of the individual were used. The article publishes definitions and structural models of ethnoculture and ethnocultural education. The formation of ethnocultural competence of an individual is considered using the example of a pedagogical experiment. Methods and conditions for the formation of ethnocultural competence are identified, its types and levels are considered. Ethnocultural competence can be private (associated with the comprehension of one of the areas of ethnoculture), complex (aimed at mastering several areas) and holistic (covering all areas of ethnoculture and the comparable cultures of different peoples). As a result of research, it has been established that an individual can possess competencies at different levels (low, medium, high), demonstrate them in skills, methods of activity, and behavior patterns in a monoethnic and multiethnic environment.

Exploring Ethnocultural Education on Students' Science Academic Achievement: A Meta-Analysis

The need for understanding the effects of ethnocultural factors on students' academic achievements becomes more important as diversity and inclusion in education as a whole are being more widely accepted. This underlines the significance of identifying and implementing local and indigenous knowledge systems into the teaching of science, which becomes particularly essential in countries like the Philippines that have a varied ethnic population. This study employed meta-analysis to explore the impact of integrating ethnocultural education on students' achievements in the field of science. PRISMA flow diagram was used in the screening and selection of the studies. By means of inclusion criteria, the data analysis stage covered seven (7) Philippine-based empirical studies, which were carefully chosen through purposive sampling from online databases and registries. With the use of Cohen’s d effect size, the magnitude and significance of the experimental effect of ethnocultural education on students’ achievement in science of the included studies were determined. The result gives an effect size for most of the studies under the large effect category (0.908 - 2.172). The mean effect size is 1.462, which indicates that the findings of the studies have practical significance. The forest plot visually presents the outcomes of the meta-analysis, depicting a significant effect size that is mainly concentrated on the positive side of the plot. It is in the Biology subject domain that gives the maximum effect size. Overall, the integration of ethnocultural into science education gives a positive effect on students’ academic achievement. To further enhance the understanding of the effects of ethnocultural education, future research can expand the existing body of evidence, explore diverse cultural contexts, and employ thorough research designs to provide valuable insights into the impact and significance of ethnocultural education in different settings.

Основные задачи развития этнокультурного образования в Кабардино-Балкарской Республике

The article examines the challenges facing the development of ethnocultural education, emphasizing the need to strengthen the role of ethnocultural subjects in secondary schools to continuously update program-methodical support, content, forms, and methods of ethnocultural education. The relevance of the research topic lies in the necessity to enhance the role of modern information resources and technologies in the educational process. The aim of the study is to analyze the development of ethnocultural education in the Kabardino-Balkarian Republic. It underscores the necessity of intensifying efforts to publish new textbooks, teaching aids, monographs on the history, culture, and arts of the KBR, among others. The importance of various programs for studying ethnic basic values, history, and culture of the republic’s peoples is emphasized. The research tasks include identifying the main directions of cultural policies in the Russian Federation that shape national and civic identity in the modern education system. The novelty of the study lies in the conceptual approach to studying the issues of ethnocultural education as a continuous humanitarian process aimed at shaping a creative, versatile personality capable of broad interaction in various fields of social practice.

Аксиологические основы современного этновокального образования

The problems of modern ethno-vocal education considered in the article are related to its axiological founda-tions, as well as to the value potential of folk vocal pedagogy and the use of its principles and methods in mod-ern pedagogical practice. Based on the author’s own scientific research of modern authentic performance, the developed innovative method, techniques of formation of a modern carrier of ethno-vocal culture, capable of transmitting culture through singing activity in the cultural, pedagogical and living environment is revealed. The aim of this work is to substantiate the author’s proposed axiological model of modern ethno-vocal education, which contributes both to the formation and development of the ethno-vocal culture of the individual and to the preservation and development of society’s ethno-vocal culture. The article outlines the ways of activating im-plicit knowledge for the accumulation of singing experience through a specially developed by the author set of exercises and vocal work on mastering specific folk-singing techniques in practical educational disciplines: Choral Class, Ensemble and Solo Singing, Folklore Ensemble. The author concludes that currently the pro-spects of ethnocultural education are associated with the need for its axiologization and the formation of a modern teacher-performer of folk songs.

Integration of ethnic school graduates into the educational space of Almaty universities

Relevance. The paper specifies the content aspects and features of modern Kazakhstan's ethnocultural education through the study's regulations based on content analysis.Purpose. The author comes to the conclusion that ethnocultural education is an important social and educational problem in the Republic of Kazakhstan, considered as the enforcement of rights and opportunities of peoples.Methodology. The upcoming changes in the school structure and content of school (secondary) education will undoubtedly serve as the basis for creating a comprehensive educational environment.Results. The achieved results of ethnocultural education in Kazakhstan create conditions for wider use of the potential of ethnocultural education based on the values of a culture of peace, tolerance, and interethnic harmony. The problem of ethnocultural education and integration of graduates of ethnic schools requires development.Conclusions. The authors believe that the problem of ethnocultural education involves the interaction of both vectors, and its monoethnic vector is necessary for the preservation of national identity in the individual, and a multi-ethnic vector is a tool for resolving interethnic contradictions and forming tolerance in cross-cultural interaction.

МОДЕЛЬ ЭТНОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ АРКТИЧЕСКОЙ ШКОЛЫ ОБЩИННОГО САМОУПРАВЛЕНИЯ

The relevance of the research is determined by consideration of the Arctic school’s ethnocultural education environment as an important pedagogical condition for the successful integration of indigenous graduates into the multicultural high-tech society of the Russian Federation. The purpose of this article is to describe the community self-governance model of ethnocultural education environment of an Arctic school and to reveal its potential for the development of students’ natural science thinking. The scientifi c novelty of the study is to specify the concept “ethnocultural education environment of an Arctic school”, and to describe the community self-government model for the development of natural science thinking of children from among indigenous peoples of the North. It is established that the ethnocultural education environment is closely integrated with the environment of family and tribe of indigenous peoples. The model described by the authors belongs to “soft” pedagogical models and takes into account the nature and characteristics of the natural science thinking of children from among indigenous peoples of the North. The potential of the ethnocultural education environment for the development of this type of thinking is revealed through the content of its interconnected components such as spatial semantic, content- methodological and communicative organisational. The authors generalised and expanded the Arctic Experimental Boarding School’s experience to develop the content of components mentioned.

Конкурсные мероприятия как компонент интегрированной модели этнокультурного образования в Кабардино-Балкарской Республике

The article considers certain aspects of contests that have a direct impact on the organization of ethnocultural education in general education organizations. The main issue of the article is the arrangement of ethnocultural education in general education organizations through activities aimed at fostering love for the native language, understanding universal human values, respecting the moral and historical heritage of their people, respectful attitude to other cultures, which are based on the experience, methods and forms of education of the younger generation created by folk wisdom.

Культурно-досуговая деятельность как элемент этнокультурного воспитания младших школьников в учреждении дополнительного образования

The aspects of effective organization of cultural and leisure activities within the framework of ethnocultural education implemented by a teacher in an additional education institution are analyzed in the article. Based on the studied sources, factors determining the relevance of the research (the importance of socialization, the conditions of a multicultural world) are identified, and distinctive features of several types of education (polycultural, multicultural, monocultural, and ethnocultural) are separately considered. The authors also examine the characteristics of cultural and leisure activities, their tasks, stages, and forms of implementation. The research focuses on the main aspects of organizing cultural and leisure activities within the framework of ethnocultural education in an additional education institution (functions, forms, means, content). As a result, factors determining the achievement of the goals of ethnocultural education for 6—11-year-old students (formation of ethnic identity and intercultural tolerance) through the participation of children in various forms of cultural and leisure activities are identified.

The State and Prospects of Development of the Ethnocultural Historical Component in the System of General Education of the Kabardino-Balkar Republic

The article examines the development of the historical component of ethno-cultural education in the vector of updating the educational strategy, the introduction of the Federal State Educational Standard and Federal Educational Programs. The ethnocultural component of historical education is considered on the example of activities in the general education system of the Kabardino-Balkarian Republic. Considering the fact that from September 1, 2023, all schools in the country are switching to new federal basic educational programs (FOP), in which it is possible to allocate hours to the part formed by participants in educational relations, it is relevant to consider the possibility of allocating hours to ethno-cultural subjects. The realization of ethno-cultural interests is one of the key tasks of the updated Federal Educational Standards. Thus, the theses of the normative documents of the educational strategy of the state confirm the current research topic. The study presents options for the implementation of objects of ethno-cultural historical orientation. In the region, they are represented by 2 subjects: «History of the Kabardino-Balkarian Republic» and «Culture of the peoples of the Kabardino-Balkarian Republic». During the study of this topic, a survey was conducted on the options for teaching ethno-cultural subjects in all educational institutions of the Kabardino-Balkarian Republic. As a result, both strengths and weaknesses were identified in the implementation of the strategy of ethno-cultural education in the general education system of the KBR. For example, the strengths include the fact that a full-scale work is being carried out in the republic to update the teaching materials in ethno-cultural subjects. The deficits include the fact that in some schools ethno-cultural subjects are not included either in the curricula or integrated into the work programs for the subject «History of Russia». The identified deficiencies allow us to formulate a number of recommendations for their elimination.

Russian folk art works as a way of ethnocultural education

It is shown that the most important cartographic function of projection transformation is not used by the majority of GIS Mapinfo users, so the software has actually turned into a graphic editor due to a gap in users’ knowledge. As the first step in solving the problem, the common concepts and provisions of mathematical cartography and instructions for working with projections are presented in a simple way.

Ethno-cultural education in Kazakhstan, civic values and self-identity: Findings from a survey of undergraduates

The article discusses methods and ethno-pedagogical approachesinKazakh customs, traditions, rituals of creative work, pedagogical competitions where students get the opportunity to demonstrate theoretical knowledge, erudition, and originality of thinking. This is a comprehensive monitoring study to show the experiences of teaching students ethno-pedagogical and other pedagogical approaches for forming a civil and patriotic worldview among students and preserving ethno-cultural traditions. Dialectical principles were used as the methodological basis of the study, making it possible to identify the main characteristics of the studied phenomena and processes in their interconnection for determining the trends in their formation and development. The results of the study shows the pedagogical potential of the ethno-cultural traditions of the Kazakh people is determined in its value -semantic aspect in the patriotic education of university students, taking into account modern socio-cultural conditions, traditions of the Kazakh people. Keywords: patriotism, folk pedagogy, traditions, customs, patriotic education, university.

Современные проблемы сохранения дагестанских языков: экспертное мнение

The article handles the problem of studying regional Dagestan languages against the backdrop of an intensive process of urbanization in the republic. Based on an expert survey, modern events in the language sphere and the measures for the development of the Dagestan languages are identi-fied, which affect legislative initiatives at the federal level and the state of native languages in the government. The author pays special attention to the connection between the ethno-cultural educa-tion of the younger generation and the formation of manifestations of civic consciousness and pat-riotic feelings of an individual personality. Thus, the author attempted to analyze the social aspect of the functioning of regional lan-guages. The main purpose of the study is to identify the real picture of the language needs of Da-gestan people and to prevent possible social conflicts based on dissatisfaction with the ethno-cultural needs of the population. The author focuses on turning national policy into an effective mechanism for strengthening civic identity, maintaining social stability at the federal, regional levels.

Роль карело-финского эпоса «Калевала» в этнокультурном воспитании младших школьников

The article deals with the issues of ethnocultural education of younger schoolchildren and the features of their solution in the modern information world; the results of an empirical study are presented, showing the insufficiently formed level of knowledge of the culture of the Karelian people by children on the example of the Kalevala epic, the development of which is mandatory in the educational space of the Republic of Karelia; examples of the use of the ideas of the synthesis of arts in the course of creating a choreographic work based on the Kalevala epic have been studied. The work is based on the author's observations of the process of studying the Karelian-Finnish epic “Kalevala” by students of primary school age in the conditions of the city of Petrozavodsk. The main research methods were theoretical analysis and experimental and practical work with an experimental group of younger schoolchildren. The author has studied the possibilities of applying the synthesis of arts in the formation of knowledge about the Kalevala epic. The epos “Kalevala” is included in the national-regional component of the educational program, the implementation of which makes it possible to achieve the tasks of ethno-cultural development and education of schoolchildren. However, in the conditions of multitasking pedagogical practice, forced to respond to all the challenges of the information world, the issues of preserving cultural traditions and transferring ethnocultural experience in the modern world become difficult to solve and depend on the stereotypes formed by modern mass media.

International Aspects of Ethnocultural Education Amid Increased Migration

International Aspects of Ethnocultural Education Amid Increased Migration

International Aspects of Ethnocultural Education Amid Increased Migration

International Aspects of Ethnocultural Education Amid Increased Migration

Subjective Manifestations Development of Preschoolers Through Ethno-Cultural Workshops in Preschool Educational Institutions

The article actualizes the problem of the development of the preschoolers’ subjectivity development by modeling the ethno-cultural environment of kindergarten. The purpose of the study is to provide theoretical and practical justification for the development of preschoolers’ subjective manifestations through ethno-cultural workshops in a preschool educational organization. The author defines as the objectives of the study: to study the development of preschoolers’ subjective manifestations in preschool education; to analyze and confirm the effectiveness of ethno-cultural workshops in preschool education in the development of preschoolers’ subjective manifestations. The author analyzes the theoretical literature on the problems of the development of preschoolers’ subjectivity: conditions are analyzed and highlighted, recommendations to teachers and parents are prepared. Theoretical analysis of psychological and pedagogical literature, interpretation of modern research of the problem allowed the author to justify the use of ethno-cultural workshops in the development of a child’s subjective manifestations: to determine the purpose, objectives, methods and forms of work organization.To identify the features of the preschoolers’ subjective manifestations, the following research methods are used: observation, a survey method (with the participation of teachers, parents and children). In the course of the study, the author suggests that the inclusion of a child in an active amateur activity for interaction with the ethno-cultural environment of a kindergarten allows not only to improve the quality of preschoolers’ ethno-cultural education, but also to develop the qualities of subjective manifestations. The results of the study allowed the author to conclude that it is possible and necessary to create an ethnocultural environment in kindergarten for the development and manifestation of the qualities of subjectivity of preschoolers.

Сохранение и развитие родных языков как стратегическое направление образовательной политики в Кабардино-Балкарской Республике

The article is concentrated on the protection and development of the native languages of the nationalities of the Kabardino-Balkarian Republic as a strategic direction for the education system. The modern regulatory and legal framework, that determines the strategic need to study native languages, is characterized. The current statistical data on the terms of studying the native languages of the nationalities of the Kabardino-Balkarian Republic are analyzed. The data on the staffing in native languages in educational organizations are given. The experience of implementing republican ethno-cultural activities is described. The authors of the article suggest possible ways to protect and further develop native languages. Fundamentally important recommendations are proposed for the development of native languages and ethnocultural education. The materials presented in the article can be used in the development of regional strategic documents in the field of education and in preparation of analytical materials

Природосообразная модель подготовки учителей к осуществлению этнокультурного образования

The article presents the results of scientific and pedagogical research, the purpose of which was to develop and substantiate the pedagogical model of teacher training for the implementation of ethno-cultural education. Using inductive and deductive methods of theoretical research, analysis of pedagogical literature and the process of practical activity with an emphasis on their classification, casual, dialectical and system-structural aspects, the theoretical and methodological foundations of pedagogical modeling are generalized. Their use made it possible to design a conceptual nature-like model of the process under consideration in line with the competence approach. The essential and substantive characteristics of its structural blocks are revealed: motivational-target, functional-content, operational-technological and evaluative-effective. The scientific novelty of the research results is also the substantiation of the innovativeness of the created model, which consists in providing the possibility of organizing pedagogical activities in a multicultural educational space, based on the formed ethno-oriented competencies. The conceptual-projective nature of the nature-like model of teacher training for the implementation of ethno-cultural education allows us to design this process based on the specific conditions of the real pedagogical situation.