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УДК 4И (англ)
FOREIGN ADAPTIVE POTENTIAL OF MULTICULTURAL EDUCATION IN
THE USA
ЗАРУБЕЖНЫЙ АДАПТАЦИОННЫЙ ПОТЕНЦИАЛ ПОЛИКУЛЬТУРНОГО
ОБРАЗОВАНИЯ: ОПЫТ США
Л.Р. Садыкова - старший преподаватель кафедры иностранных языков, Альметьевский государственный нефтяной институт
L.R. Sadykova - senior lecturer of Foreign Languages Department, Almetyevsk State Oil Institute
Статья рассматривает основные стадии американского опыта развития поликультурного образования. Выражены факторы, способствующие актуализации данного образования в США.
The paper deals with the stages of multicultural education development in the United States. The article gives a detailed analysis of the main factors contributing to the actualization of multicultural education in the United States.
Key words: multicultural education, intercultural movement, cultural diversity, cultural pluralism.
Ключевые слова: поликультурное образование, межкультурное движение, культурное многообразие, культурный плюрализм.
The concept of "multicultural education" was first introduced in the United States. In his works Charles Grant, the famous scientist, presents the history of appearance and transformation stages of multicultural education in the United States. [1,2]
At the first stage (1930-1940s), multicultural education developed in the framework of intercultural movement. Since the 1930s in the United States various social groups and educational community have expressed a desire to improve the adaptation of immigrants to promote their familiarizing with American values as "freedom", "justice" and "equality." The waves of immigrants from Western Europe in 1920-1940s gradually began to change the social structure of the United States.
It should be noted that there were difficulties associated with the resistance of the representatives of the groups WAPS - Whites, Anglo-Saxons, Protestants to the recognition of equal rights of other groups. On the other hand, the arriving migrants do not recognize the values of cultural diversity and aimed for self-isolation in their diasporas. At this stage, the traditional system of education successfully formed monocultural outlook of social stratification and segregation in the rising generation as a natural form.
At the second stage of multicultural education transformation in the United States (in the mid-1940-1950s) multicultural education developed in the framework of intercultural educational movement. After World War II,
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