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 arama@list.ru

Iryna Brunova-Kalisetskakalisira@gmail.com

Integration and Development Center forInformation and Researchwww.integration.org.ua

THANK YOU!