Компоненты поликультурного образования в России и за рубежом

Отечественная и зарубежная педагогика. 2026. Т. 1. № 3. С. 101–111.

Lysova-Golomzina E., Севостьянова М. Д.

This paper explores the implementation of multicultural education through a comparative analysis of regional components in school curricula across Russia and foreign contexts (France, Australia). Focusing on the pedagogical and policy-driven integration of regional elements, the study highlights the novelty of its framework, which conceptualizes the regional component as a core operational tool for multicultural education. By examining cases such as France’s Basque Country, Australia’s Indigenous language programs, and Russia’s Republic of Buryatia, the research identifies distinct models of regional integration — isolated, distributed, and embedded — each reflecting unique cultural and policy dynamics. The study underscores the gap in Russia’s approach, where linguistic diversity is federally systematized, but cultural regionalism remains fragmented and teacher-dependent. The proposed framework emphasizes the interplay of linguistic, pedagogical-psychological, and territorial-contextual blocks, offering a structured pathway to enhance multicultural education through localized content. Findings advocate for systemic teacher training and clearer criteria for cultural inclusion to bridge policy and practice.

Keywords: поликультурное образование, межкультурная сенситивность