Educational Policies for Ethnic and Cultural Groups in Russia
The brochure presents the curriculum for third- and fourth-year students of Higher School of Economics, studying English as a second language at the Department of World Economy and International Affairs.
Articles and theses of reports on use of educational and information technologies in teaching and educational process of the higher and high school are presented in the collection. In work requirements according to which standards and curricula in the Applied Mathematics and Informatics direction are developed are formulated
In the article the psychoe-ducational conditions promoting the increase of efficiency of the process of formation of bilingual competence of students of the Russian customs academy are offered.
The article shows how the Hamitic hypothesis invented by early European anthropologists was promoted by German and Belgian colonizers and missionaries to explain the native Rwandan society and organize it into pseudo-racial hierarchies under colonial rule, how the colonial ethnicist practices and ideologies resulted in ethnicist consciousness-raising of populations and how the Rwandan post-colonial political regimes supported, instrumentalized and institutionalized them to consolidate their power. The author concludes that these historical developments made the Hamitic hypothesis a significant factor in the Rwandan genocide of 1994.
The paper addresses a set of ways to conceptually organize and represent ethnic diversity though law and politics. The point of departure is an examination of the Russian law on non-territorial autonomy for ethnic groups (1996) and the conclusion that the law virtually has no practical value. A wider study reveals that the idea of "non-territorial autonomy" and its practical implications have much in common with the approaches resting on the notions of "multiculturalism" and "minorities". Also a comparison of legal and administrative practices related to ethnicity demonstrates that a variety of terminologies employed in different national contexts may denote similar ideas, decisions and outcomes. Ethnic differences are described in terms of "group" and "culture"; the issues of territorial affiliation becomes the crucial one; the theme of equality is being reduced to the issues of a "fair" classification and taxonomy of groups. It turns out that these approaches have no utilitarian meaning, but rather contribute to a publicly acceptable representation of social reality. These observations allow us to question the specific position of Russia in the area known as "nationalities policy" or "ethnic relations". Reversely, one can talk about some local manifestations of the global trends in the perceptions and representations of ethnic diversity. It is supposed that actual "diversity policies" stem from a set of essentialist and group-centric assumptions which have become universally accepted. The meaning of these "diversity policies" can be explained in terms of symbolic (re)production of social reality. Dissemination of these socially acceptable narratives concerning ethnic diversity turns to be a mechanism of power and social cohesion.