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1

Origin and Development of Multicultural Education in the USA

100%

Sultanova L.

Comparative Professional Pedagogy

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2016

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vol. 6

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issue 2

49-53

EN

Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It became obvious that multicultural education must meet needs of representatives of both different races and social groups. Also, the implementation of multicultural education into practice depends on high-quality professional training of a pedagogue able to work in the context of multicultural society. According to A. Thomas contemporary multicultural education is needed when an individual strives to understand peculiar systems of values, perception, cognition and thinking of people from different cultural backgrounds, integrate new experience into his/her own cultural system and apply it to alien cultural field. Nowadays theory and practice of multicultural education in the USA are still actively developing. Quite high demand are researches of outstanding American scholars and pedagogues in the field of multicultural education, namely, J. Banks, C. Grant, S. Nieto, Ch. Sleeter and many others.

2

INTERNATIONAL TRADE RELATIONS OF THE MIDDLE VOLGA REGION IN THE MEDIEVAL PERIOD THROUGH THE GLASS EVIDENCE

86%

Valiulina S.

Archeologia Polski

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2016

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vol. 61

113-169

EN

Highlighting the unquestionable priority of the Volga trade route in contacts between the eastern parts of Europe and the East from antiquity and in the Middle Ages in particular is a comprehensive source analysis, centering on the most informative of these, that is, coins, glass artifacts and glazed ceramics. The Author presents the significance and perspectives of source-oriented research on medieval glassware from the middle Volga region. The specific character of the region, its key importance in many ethno-cultural, political and historical processes, together with its massive source base of glass artifacts (which includes adornments, glass tableware, window glass) opens a broad perspective for historical reconstructions. Not only can the direction and dynamics of international relations be defined, but it is also possible to establish levels of craft and urban culture development, as well as more specific site chronologies, all of which help in stratifying the towns of Volga Bulgaria by their social status within the state.

3

Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects

58%

Desyatov T.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 1

19-24

EN

The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new requirements to the development of education. It has been noted that despite some cultural-and-historical differences in the development of Ukraine and countries of the European Union, functional similarity of national systems of teachers’professional training enables the usage of European experience in future teachers’ training. The role of teachers in the modernization of European education has been emphasized. It has been stated that in the professional training theory and practice significant experience has been accumulated which can form the basis for modernization of future teachers’ training for intercultural interaction of the educational process objects. Major trends in this area have been revealed. Scientific approaches and paradigms have been defined. Much attention is focused on the fact that a set of methodological approaches to the problem of teachers’ professional training has allowed to distinguish personality-centered and activity approaches as main ones for solving research problems. It has been noted that the reason for scientists’ special attention to the category of educational activities is the development of problems related to organizing cross-cultural educational process that helps students to get knowledge about other cultures, to determine the common and special features in traditions, lifestyle and cultural values of peoples, to bring up youth in the spirit of respect for systems of other cultures. Much attention has been paid to the concept of educational support which is a humanistic way of interaction of a teacher with students on the basis of expansion and deepening student-centered and developmental paradigm of education which is based on internal freedom and creativity of the individual, real humanism and democracy.

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2 Comparative Professional Pedagogy

1 Archeologia Polski

1 Desyatov T.

1 Sultanova L.

1 Valiulina S.

2 2016

1 2015

Origin and Development of Multicultural Education in the USA

INTERNATIONAL TRADE RELATIONS OF THE MIDDLE VOLGA REGION IN THE MEDIEVAL PERIOD THROUGH THE GLASS EVIDENCE

Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects