2011 Issue №11

This article discusses the development of social identity in the modern Russian society in the case of the Kaliningrad region. Based on an analysis of the regional public discourse and the data of surveys and case studies, the author considers the process of promoting and imposing a model of normativity and social identity marked as one characteristic of the “overwhelming majority” of citizens, “traditional” for the Russian society, and morally true, but nevertheless contradicting the actual state of the public consciousness of a multicultural society.

This article presents the results of a study into the connection between the youth’s attitudes to migrants and prosocial cooperation competence, as well as the development experience and prosocial cooperation competence as a factor mitigating ethnic tension. It is shown that the development of prosocial cooperation competence is most efficient in the course of the activity (behavior) in the condition of its effectiveness.

This paper offers a theoretical justification of the problem of intercultural sensitivity and analyses Russian and international approaches to studying the phenomena. The author presents the results of an empirical study into the in-tercultural sensitivity of students with different experiences of interacting with representatives of other cultures and ethnic groups. It is shown that a higher intercultural sensitivity is characteristic of students with a more than 10 years’ experience in cross-cultural interactions. Moreover, there are differences in the correlation of intercultural sensitivity components in groups with different experiences in cross-cultural interactions

This paper considers the problem of multicultural education development in primary school. The authors justify the idea that multicultural education begins with the national traditions of a family. The article identifies and describes the key goals, means, and forms of multicultural education in primary school. The practical results of multicultural education introduced at Kaliningrad school No 53 are summarised. Perspectives on the role of multicultural education in the development of a primary school student’s personality and the formation of their civic position are presented.