always a group of students (about 7% to 15%) with the radical nationalistic position “Russia for Russians.” These piloting reports show that open and thoughtful discussion of ethnic issues within a citizenship education course can have a significant effect on students' attitudes and skills development (CIEA Piloting Report, 2001).
It would be unfair to finish this chapter with critical remarks about the status of multiculturalism within citizenship education in Russia. Despite all difficulties and mistakes, Russian educators have moved forward a great way from totalitarian education toward democratic pedagogy and curriculum. In times of turmoil and explosion of ethnic conflicts, Russian schools continued to promote values of peaceful conflict resolution and interethnic friendship. Even though the federal policy is not accompanied by effective implementation, Russian educators have their own ideas and initiatives to develop real multicultural education in Russia, the culture of recognition, and conflict resolution. Now Russian citizenship education is facing a challenge of simplistic patriotic rhetoric. The only way to move ahead is to find new strategies to give Russian students a vaccine from aggression and hatred.
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Banks, J. A. (Ed.). (1981). Education in the 80s: Multiethnic education. Washington, DC: National Education Association.
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