Modeling of the process of ethnocultural socialization of future teachers

Актуальность статьи обусловлена необходимостью этнокультурной социализации педагогов для работы в поликультурном образовательном пространстве. Особенности процесса этнокультурной социализации будущих педагогов требуют создания модели. Цель статьи заключается в моделировании процесса этнокультурной социализации будущих педагогов. Методологией исследования является руководство принципами системности, аксиологичности, гуманизации, личностной ориентации, связи обучения с жизнью, диалога культур. Авторами сформулированы принципы, методы в соответствии с которыми строилась педагогическая работа по этнокультурной социализации будущих учителей. Составлена модель этнокультурной социализации будущих учителей, где процесс этнокультурной социализации раскрывается на основе предложенных критериев, показателей и уровней. Авторами предложены педагогические условия и функции этнокультурной социализации. Научная новизна статьи заключается в разработке модели этнокультурной социализации будущих педагогов для последующего ее применения в процессе обучения и воспитания студентов педагогических вузов. Статья предназначена для педагогов высших учебных заведений, включающих этнокультурный компонент в планирование своих занятий, ученых, чей круг интересов определяется образованием в поликультурном пространстве. The relevance of the article is determined by the need for ethno-cultural socialization of teachers to work in a multicultural educational space. The peculiarities of the process of ethno-cultural socialization of future teachers require the creation of a model. The purpose of the article is to model the process of ethno-cultural socialization of future teachers. The research methodology is based on the principles of consistency, axiology, humanization, personal orientation, the connection of learning with life, the dialogue of cultures. The authors formulated the principles and methods according to which the pedagogical work on the ethno-cultural socialization of future teachers was built. The model of ethno-cultural socialization of future teachers is developed, in which the process of ethno-cultural socialization is revealed on the basis of the proposed criteria, indicators and levels. Pedagogical conditions and functions of ethno-cultural education are proposed. The scientific novelty of the article lies in the development of a model of ethno-cultural socialization of future teachers for its subsequent application in the process of teaching and educating students of pedagogical universities. The article is intended for teachers of higher educational institutions who include an ethno-cultural component in the planning of their classes, scientists whose range of interests is determined by education in a multicultural space.

Ethnic Socialization, Ethnic Identity, and Self-Esteem in Chinese Mulao Adolescents

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg’s Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students’ grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents’ ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

The Family as a Site of Consocial Learning: the Cultural Socialisation of Young People in the Process of Intergenerational Exchange

This article explores the family as an educational environment and space for the intergenerational exchange of knowledge. Focusing on the process of cultural socialization as viewed against the currently popular “culture wars” it employs the concept of consociality, which is aimed at grasping the diversity and unpredictability of human interactions, and has been recently rejuvenated by Ulf Hannerz. Investigating the consocial character of learning and intergenerational exchange within the family educational environment, the article takes examples from Slovakia and Latvia and problematizes the relationship between formal and informal learning to demonstrate how it changes knowledge infused with cultural meanings and references. The article argues that this process depends on the consocial conditions in which it is created. It also suggests that viewing the family environment in consocial terms provides us with an opportunity to rethink the role of experiences shared within the family and thereby mitigate ethnic-cum-cultural essentialism.

Keeping it in the family: Cultural socialization among Haitian American families

The broad areas of ethnic and racial socialization have been studied as essential aspects of immigrant and African American families. Yet, there has been less understanding of how these processes intersect, specifically within second-generation Black immigrant families. This article draws on 41 interviews and 10 months of ethnographic fieldwork to explore how ethnically-identified Haitian American parents transmit ethnicity and prepare their children to navigate systems of racial oppression. Findings demonstrate how these processes operate concurrently within second-generation Black immigrant families amidst parental motivation for transmitting ethnicity across generations and the realities of raising Black children in a majority-minority city.

Peculiarities of solving natural-cultural problems of socialization by gifted preschoolers

Many Russian and foreign researchers, while studying developmental peculiarities of the gifted, observe problems in their personal and social development. The phenomenon of “children’s giftedness” is regarded by the majority of pedagogues and psychologists as a potential or some amount of cognitive, creative abilities and capabilities that become obvious since preschool childhood. These children frequently face a range of difficulties such as other people’s misunderstanding, complicated interaction and difficulties in self-esteem, which triggers complications in solving socialization problems. Therefore, the article reveals some aspects of solving natural-cultural socialization tasks; it also defines indicators of the tasks such as physical growth, awareness of etiquette, culture of behavior. The empirical data are obtained via interviewing and testing preschool children from senior and preparatory groups from Kostroma preschool educational organizations (n=186) and through questioning and testing parents and pedagogues.

Connecting The Uprooted: Parents' Use Of Bi-Cultural Socialization In Facilitating Transnationalism Among Chinese Adoptees

This Major Research Paper explores the distinct form of transnationalism experienced by Chinese adoptees in Canada by examining adoptive parents‟ use of bi-cultural socialization mechanisms. In doing so, this paper addresses the ways in which parents utilize cultural exposure to facilitate internal community ties and transnational connections between their children and China. The researcher attempts to present a link between parents‟ fostering of cultural knowledge and a resulting unique form of transnationalism that is not initially established or maintained through the efforts of the immigrant population (Chinese adoptee community). A qualitative research approach was undertaken through a purposive sampling technique, self-selection and elite interview data. Data was collected through in-depth one-on-one interviews with eight parents of adopted daughters from China. Through analysis of this empirical interview data and a theoretical reliance on the post-colonial paradigm of intercountry adoption, it was determined that Chinese adoptees in Canada experience and are attached to two or more places simultaneously.

Connecting The Uprooted: Parents' Use Of Bi-Cultural Socialization In Facilitating Transnationalism Among Chinese Adoptees

This Major Research Paper explores the distinct form of transnationalism experienced by Chinese adoptees in Canada by examining adoptive parents‟ use of bi-cultural socialization mechanisms. In doing so, this paper addresses the ways in which parents utilize cultural exposure to facilitate internal community ties and transnational connections between their children and China. The researcher attempts to present a link between parents‟ fostering of cultural knowledge and a resulting unique form of transnationalism that is not initially established or maintained through the efforts of the immigrant population (Chinese adoptee community). A qualitative research approach was undertaken through a purposive sampling technique, self-selection and elite interview data. Data was collected through in-depth one-on-one interviews with eight parents of adopted daughters from China. Through analysis of this empirical interview data and a theoretical reliance on the post-colonial paradigm of intercountry adoption, it was determined that Chinese adoptees in Canada experience and are attached to two or more places simultaneously.