Pre-Service Teacher Multicultural Education in Russia: Problems and Responses

Relationship between Attitudes of Multicultural Education and Perceptions Regarding Cultural Effect of Globalization

“…As a result of the study that Gursoy and Akyniyazov (2016) carried out, it is determined that teachers' having a foreign teacher affects their attitudes towards multicultural education positively. There are studies that state teacher candidates should have an education qualified in multicultural early childhood education in order to achieve success in the education of children (Szabo & Anderson, 2009;Alismail, 2016;Logvinova and Ivanova, 2016;Jung, 2016). Thus, Son and Kim (2016) state that the experiences gained in multicultural environments and the education given regarding multiculturalism in the process of teacher training is important and effective in the application of multicultural education by teachers.…”

“…Therefore, in creating a multicultural education environment, increasing the levels of awareness of the children, respecting the differences among them and raising individuals that keep up with change and are open to new ideas have gained importance. However, studies indicate that teachers define multiculturalism as race, religion, language and social class, yet they do not consider gender, age and disability in the multiculturalism dimension (Basari, Sarı and Cetin, 2014;Logvinova and Ivanova, 2016). In addition, other studies indicate that teachers do not include multiculturalism very much, and therefore they should be educated regarding multicultural education (Banks, 2013;Bigatti et al, 2012;Brown, 2007;Damgaci and Aydin, 2013;Oksuz, Demir and Ici, 2016).…”

International Students in Multicultural Classrooms

“…From her statements, it is indicated that the international students may encounter this as issue that they need to cope not only in their social, but also academic life. The same challenged is experienced by students in Russian setting that they do not have adequate interaction skills in culturally diverse classroom (Logvinova & Ivanova, 2016).…”

“…The program fosters multicultural education to be implemented in classes in the higher education level. Indeed, the main purpose of higher education is to prepare students in a multicultural society for a professional work (Logvinova & Ivanova, 2016). By having international exposure, it is expected that UMM graduates are able to compete in this interconnected world.…”

Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling

“…Culturally responsive teaching has also gained momentum internationally as nations struggle to address the cultural divide between teaching workforces and the families they serve (Gay, 2015). Insufficient multicultural competence in the teaching workforce has been examined in Russia (Logvinova and Ivanova, 2016), China (Qian, 2007; Wang, 2015), Australia (Burgess, 2017), and several European nations (Acquah and Commins, 2013; Santoro and Forghani-Arani, 2015; Santoro and Kennedy, 2016).…”