Margaryta Aradzhyoni, Iryna Brunova-Kalisetska Ukraine Integration and Development Center for...
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Transcript of Margaryta Aradzhyoni, Iryna Brunova-Kalisetska Ukraine Integration and Development Center for...
Margaryta Aradzhyoni,Iryna Brunova-Kalisetska
UkraineIntegration and Development Center for Information and Research
Second International Summit on Conflict Resolution Education(Cleveland, Ohio, USA)
Intercultural Education as a Method of Early Conflict Prevention in Multicultural
Societies The Crimean Experience
Geographical Location
Crimea
The most numerous ethnic groups in Crimea (according to the national
census)
1897 1926 1939 1959 1989 2001
The whole population 546592 713823 1126429 1201517 2455900 2024056
Russians 45,3% 42,2% 49,6% 71,4% 68,7% 58,3%
Ukrainians 11,8% 10,84% 13,7% 22,3% 29,3% 24,3%
Byelorussians 0,4% No data 6,0% 1,8% 2,1% 1,4%
Tatars 34,1% 25,1% 19,4% - 0,05% 0,5%
Crimean Tatars 1,8% 12,0%
Germans 5,8% 6,1% 4,6% - 0,1% 0,1%
Jews 5,3% 5,6% 5,8% 2,2% 0,8% 0,2%
Greeks 3,1% 2,3% 1,8% - 0,1% 0,1%
Armenians 1,5% 1,5% 1,1% - 0,4% 0,4%
Bulgarians 1,1% 1,6% 1,4% - 0,1% 0,1%
Karaites 1,0% 0,7% 0,4% - 0,04% 0,03%
Deported (in 1941-44) groups are marked with bold type
Autonomous Republic of Crimea: Context/Challenges
uneasy process of adaptation of mainly Russian-speaking population of Crimea to new Ukrainian reality
the return of a big amount of the former deportees (Crimean Tatars , Armenians, Bulgarians, Germans, Greeks) during a short period of time – about 300 thousands
the incapability of the state to meet the deportees’ economical, social and cultural needs to the full extend - a factor of tension in the region
the necessity for development of education, culture, civic activities of the deportees as elements of social equality and prevention of the feeling of being discriminated in the social-cultural area
raise of Muslim population during last 15 years up to 13 % - raise of islamophobia (society doesn’t have an experience of joint coexistence)
high level of migration and lack of experience of joint co-existence in poly-ethnic and poly-confessional environment
lack of joint vision and manipulation in ethnic area by political elites, struggle for resources
Population/Schools in the Crimea (2008):
Russian population – 63% (1260000 persons) Ukrainian population – 23% (460000 persons) Crimean Tatars – 12 % (240000 persons)
Among 601 schools: 398 schools with one language of instruction (Russian– 365, Ukrainian
– 18, Crimean Tatar – 15)
169 schools with two languages of instruction (Russian-Ukrainian – 142, Russian-Crimean Tatar - 27)
34 schools with three languages of instruction (Russian, Ukrainian, Crimean Tatar)
Armenian, Bulgarian, Byelorussian, Czech, Greek, Lithuanian languages are taught in secondary and Sunday schools
Problems (level of education):
Intolerance toward “the Other” seems to be on the rise nowadays (cases of xenophobia and religious intolerance have been reported).
The infrastructure of school education is ill-prepared for multicultural environment.
The teacher training system does not prepare teachers to deal with diverse classrooms with children from diverse ethnic backgrounds and/or learning abilities.
Dominated ideology of ethnocentric nation-building (esp. in curriculum and textbooks).
Answers of Educational Staff of Crimea
Does the religious and ethnic dislike, hostility exist among pupils? Yes – 31,1% No – 61,8%
What manifestations of religious and ethnic dislike among pupils and youth the teachers of your region faced with?
abusive, pejorative language – 28% voluntary ethnic segregation – 12% demonstration of a superiority of one ethnic/religious group on another –
10,7% physical violence – 2,2% boycott or isolation – 0,9%
It should be noticed, that answering to the direct 1st question about existence of hostility, less number of respondents marked this phenomenon. while the 2nd question helps them to realize the range of dislike behavior of youth
What direction of a Concept of priority directions of a pedagogical work in educational institutions of AR Crimea you consider as the most topical and essential?
Forming of tolerance – 49,8% (among 3 other directions)
Is it necessary to introduce a special integrated course on intercultural education?
Yes – 88,4% No – 5,8%
Social and Ethnic Distance (2005, 2002) 10-11th grades students
1,6
1,9
2,2
2,4
3,9
4,5
4,2
4,5
4,2
4,8
4,3
4,6
4,4
4,7
4,7
3,9
4,8
5,2
4,97
5,1
5,2
4,9
5,4
5,2
5,6
4,8
6,4
5,9 Roma
Turks
Koreans
Afroamericans
Georgians
Jews
Crimean Tatars
Bulgarians
Americans
Armenians
Germans
Greeks
Ukrainians
Russians2002
2005
Multicultural (intercultural)
approach Multiculturalism in education – is neither teaching the
native languages to ethnic minority children (or even opening of the national schools), nor total introduction of the school subject “multiculturalism”.
It is a perspective revision of the whole educational system and methods of teaching.
What is new in the intercultural approach is the priority it gives to interaction, reciprocal relations and mutual influence.
It is characterized by a transition from hierarchic systems to networks: cultures interact and enrich each other within a web of interdependence.
The long-term goal of promoting active tolerance and early conflict prevention
Multicultural approach to education
creation of equal opportunitiesfor children of ethnic
communities
education of mutual cultural understanding and
tolerance among representatives
of different ethnic (linguistic, religious,
cultural) groups
Multicultural education in Crimea (1997-2002)
Series of publications “In the Crimean Home”, “Crimean Cradle”, “Fairytale Echo” and others
Supplementary materials for existing courses on history, language and literature.
Design of special courses for studying ethnic history, traditional cultures of Crimean ethnic communities, intercultural management and basics of conflict prevention and resolution (school mediation).
Summer schools of peace for schoolchildren, students and community leaders (We are Crimeans, Renewed sources and others)
Empowering education program spreading in the Crimean schools.
Activities in 2003-2005
Independent monitoring of textbooks and manuals on issues of ethnic intolerance toward different ethnic groups of Ukraine (school level)
The integrative course “Culture of Neighborhood” for all levels of education system, activities for the creation a program for kindergartens “Crimean wreath” (pre-school level)
Special course including knowledge of ethnic history and conflict resolution for government officials and parliament members
Research project on Historical experience of neighborhood – learning and popularization through TV programs
Informational methodological center for multicultural education and tolerance with resource library established at the premises of the Crimean Ethnographic Museum
Special educational programs and placements for students and pupils based on the potential of cultural ethno-centers of Crimea
Stimulation of the state policy transformation
Informational Methodological Center For Multicultural Education And Tolerance
Aim: to popularize the ideas of tolerance, intercultural education, mutual respect and collaboration of the diverse ethnical and confessional groups in the Crimean society.
Objectives: establishment of the resource base for informational and methodological assistance
for development of a multicultural and ethnic education of the Crimean peoples;
popularization of the cultures and religions of the peninsula, the ideas of the peaceful coexistence of the diverse confessions and ethnical groups of the Crimea;
exchange of the innovational educational projects centered around inter-ethnic dialogue and poly-logue proficiency development;
informational and methodological support of revival, preservation and development of the national languages and dialects;
development and distribution of the special school educational programs, involving the potential of the Crimean Ethnographic museum and the cultural-ethnographic centers of Crimea;
wide distribution of the practical experience in conflict prevention and resolution (peer mediation, trainings for NGOs and others).
Monitoring Commission
Created in 2003 at the Integration and Development Center, includes 11 members – teachers, officials, independent experts, scholars, civic leaders
Tasks:- Independent monitoring of textbooks and manuals on issues of ethnic
intolerance toward different ethnic groups of Ukraine - Independent monitoring of educational environment (opinion
educators, school children, parents, etc.)- Monitoring of regional educational materials- Creation of special expert groups
Activities:- Questionnaire developed- 7 manuals monitored and results sent to the Ministry of Education and
Science- Research of the schoolchildren attitudes toward textbooks conducted- Research of school administration attitudes to tolerance issues in
schools conducted - Research of schoolchildren attitudes to tolerance issues in schools
conducted
Systemic approach and state
involvement
Monitoring of situation in school environment and school textbooks
Round tables for all stakeholders
Publication of materials and documents
Negotiations with the Ministry of Education and Science
Creation and approval of the Concept of Teaching Social
Skills in the Crimean schools
Culture of Neighborhood course design for all levels of education system, Monitoring Commission activities, Center for Multicultural Education and Tolerance and other
Integrated course “Culture of Neighborhood” (35 hours per year in primary, K-12, High Ed.)
Main purpose:Forming of socially competent, critically
thinking and tolerant citizens of Crimea and Ukraine
The symbol of the course – the flower with 7 colors – is originated from the very popular fairy tale of Russian author, where the main values are kindness, altruism and help.
Pupils of 5th and 6th grades were asked to draw their own images for the symbol. And this flower was the most frequent one.
By a fluke the course also has 7 blocks.
Integrated course “Culture of Neighborhood”
Main principles: Equality of all people despite their status, gender, number of
population, ethnic origin, religion and period of living on the territory of the Crimea
Priority of common human values
Rebirth, preservation and development of ethno-cultural identity and dialogue of cultures
Pluralism of opinions on the issues of ethno-genesis and ethnic history
Priority of upbringing tasks
Creative organization of educational activities (unity of the curriculum, extra-curriculum and extra-class activities)
Links with other courses
Integrated course “Culture of Neighborhood”
Main principles (continuation): Possibilities to modify the course into a subject of the invariant part of the
curriculum, or a special or facultative course depending on the availability of teaching hours in the school curriculum
Continuation of the course on all the levels of education process: from kindergartens through schools to institutions of higher learning
Maximum involvement of students into practical activities aimed at getting know the home land through participation in every-day life of the Crimean autonomy, their town, village, community, school
Involvement of a family and a community as a source of information and active participant of the education process
Using no less than one third of the education time for practical activities, inter-active educational forms (e.g. trainings) and excursions
Leading group of the Culture of Neighborhood course authors
Andryuschenko Irina – Department of Cultural Studies, Tavrida National University
Aradzhyoni Margaryta – candidate of history, Ethno-confessional research department, Crimean branch of the Institute of oriental studies (National Academy of science of Ukraine), Integration and development center for information and research (Head of the Group)
Bykova Elizaveta – Crimean branch of the Scientific and methodological center for secondary education, Ministry of education and science of Ukraine
Cherny Eugeny – Candidate of psychology, Department of psychology, Tavrida National University
Kravtsova Lyudmila – Department of pre-school education and pedagogy of the Crimean state engineering and pedagogical university
Mukhomorina Lyudmila – Department of pre-school education, Crimean teacher training institute
Openko Natalia - Department of psyhcology, Crimean teacher training institute
Smirnov Oleg – candidate of philology, Integration and development center for information and research, Department of Inter-language communication and journalism, Tavrida National University (Head of the Project)
Utikas Lyudmila - Crimean branch of the Scientific and methodological center for secondary education, Ministry of education and science of Ukraine
Yakovleva Tatyana – Ministry of education and science of CrimeaGeneral number of authors - 40
«Friendship vocabulary» - vocabulary of interaction
(one of the components of the course) Any class includes children of at least 3 ethnic groups.
Elementary contacts and mutual understanding through acquaintance with everyday words and phrases (greetings, etiquette, etc).
The philologists of 26 national cultural communities united for its compiling.
The teacher can choose a language according to national content of a class.
Progress of Integrated course “Culture of Neighborhood”: Activities
2003 – approval of the Concept 2004 – 2005 – approval of the program, start of
didactic materials design 2005 – 2006 – Approbation of the course in 21 schools
(1st,5th,10th grades) and 10 kindergartens Trainings for teachers and administration conducted Involvement of parents System of psychological monitoring developed
2006-2007 – for 2, 6, 11 classes and 2nd year of Crimean Wreath
2007-2008 – for 3, 4, 7, 8, 9 classes and colleges
Progress of Integrated course “Culture of Neighborhood”: growth of numbers
2006/2007 academic year
2007/2008 academic year 2008/2009 estimated
43 (23 schools among them) educational institutions, in 8 towns and 6 regions of Crimea
128 (64 schools, 6 colleges among them) educational institutions, in 12 towns and 11 regions of Crimea
220 ed.institutions (130 schools, abt. 20 – colleges and univerities)13 towns, 12 regions of Crimea
46 groups/99 classes
118 groups/ 275 classes/ 20 students’ groups
3350 children from 4 till 17 y.o.
Approx. 6000 children from 4 till 20 y.o.
abt. 12.000 children and students 4-20 y.o.
146 teachers 340 teachers More than 500
Psychological criteria of the program
effectiveness: Main goals and criteria:
Forming social competenceCriteria: high level of communication culture and adaptability
critical thinkinghistory, culture knowledgebehavioral skills
Forming high level of toleranceCriteria: social (ethnic) distance reduction
negative stereotypes minimizationstatus deprivation reductionnon-ethnic, non-confessional component prevailing in communicationemotional comfort level positive change
Identities correspondence optimizationCriteria: ego-identity distinctness
ethnic, religious, regional and other identities shapingpriority of personal identity over any other social identities
Progress of Cross-cultural adaptation in interpersonal interethnic relationsCriteria: prevalence of high stages of cross-cultural adaptation
preference of integration over marginalization, assimilation and separation
System of psychological monitoring of the program effectiveness
For kindergarten and primary school level: Outline of teacher’s observation of personal and behavioral
changes Questionnaire for parents of pupils
For Secondary school level: Projective methods for pupils Questionnaire for parents of pupils
For High school level: 3 Questionnaires for pupils
Some results of program effectiveness’ monitoring Kindergarten and primary
school level (parents’ questionnaire) 2005-2006
- parents, that took part in the program - K-level – 16,1% Slavs, 18% Crimean Tatars- Primary school – 11,7% Slavs, 5,1% Crimean Tatars
- Parents, that noticed the development of their own interest to their own culture and religion as well as to the others cultures
- K-level – 67,7% Slavs, 57,6% Crimean Tatars- Parents, that noticed the development of their children’s
interest to their own culture and religion as well as to the others cultures
- Primary school – 90,7% Slavs, 79,3% Crimean Tatars- Parents, that marked their children as more friendly,
opened and sociable - K-level – 50,2% Slavs, 54,5% Crimean Tatars- Primary school – 39,4% Slavs, 36,2% Crimean Tatars
Some results of program effectiveness’ monitoring High school level (Questionnaires for pupils) 2005-2006
Identity Tendencies: Reinforcement of positive ethnic identity Reinforcement of regional and civil identity Increasing of prevalence of personal identity
Tendencies of Tolerance Decreasing of the negative stereotypization Reduction of ethnic and religious distance
Tendencies of Cross-Cultural Adaptation Decreasing of preference of Separation and
Marginalization Increasing of preference of Integration
Publications 2005-2007
Syllabi of the Good Neighborhood
for 1-12 grades and high education
Playing Together,Collection of ethnic
games for kindergarten level
Researches, papers and documents on
multicultural education and related topics
Writing-books for 1st and 2nd grades of Good Neighborhood
State Support Approval of the course’s program for schools in a complete set
(27.12.2006, Board of Ministry of Education and Science of AR Crimea)
Approval of the course’s program for the students of republic colleges and universities (25.04.2006, Board of MES of AR Crimea)
Approval of the course’s program of the subject commissions of Ministry of Education and Science of Ukraine (course is recommended for the usage in the institutions of general education throughout the Ukraine (the Letter of Institute of Innovation Technologies and Content of Education MES of Ukraine 1.4/18-1306 from 12.06.2007)
Insertion of the article #134 «Elaborate and prepare for publication textbooks on course «Culture of Neighborhood» (was not financed) into the Program of Economical and Social Development of AR Crimea 2007 (the Decree of the Parliament of AR Crimea #386-5/07 from 22 of March 2007)
SummaryOutcomes that we have State support for educational institutions and to textbooks and
manuals publication.
Established procedures of curriculum and new courses development and approval.
Stimulation of civic initiatives.
The shift in the approaches towards activities of the "national" NGOs in the Crimea.
Outcomes that expect
Cultural focus functions as a preventive approach (prevents ethnic conflicts).
Interventions associated to cultural differences involve building cultural competency and respect for diversity.
CONTACTS
Margaryta Aradzhyoni [email protected]
Iryna [email protected]
Integration and Development Center forInformation and Researchwww.integration.org.ua
THANK YOU!