MULTICULTURAL EDUCATION OF SCHOOLCHILDREN IN CANADA

Abstract

The article is devoted to the characteristics of multicultural education in Canada. This country has a unique experience in creating conditions for the prosperous existence of representatives of many peoples. The perception of Canada as a multicultural nation is more often associated with immigration movements, but the main factor in the formation of the country was the relationship between two ethnic groups: Anglo-Canadians and French Canadians, who interacted with representatives of the first nations, Inuit and other ethnic groups. The difference in ethnopsychological characteristics and, at the same time, long-term coexistence in a single country led to the emergence and development of common features that mark representatives of different ethnic groups as Canadians in the national sense. The Government of Canada, the community, and the pedagogical society are finding positive solutions for resolving possible contradictions and educating the younger generation in the spirit of national unity.

The article analyzes the goal and task of multicultural education of Canadian schoolchildren. The tools for implementing these tasks in educational institutions are shown and the role of cultural and spiritual development of a young person is emphasized. As part of multicultural education, pedagogical conditions for the formation of national identity, national unity, tolerance, love for own Motherland, etc. are outlined. In the process of multicultural education, a significant role plays familiarizing schoolchildren with the cultural heritage of the first nations, forming a tolerant attitude towards representatives of other ethnic groups.

The article emphasizes the role of the school in solving the problems of representatives of ethnic minorities who have difficulties with learning. Considering the importance of this problem for Ukraine, where we have some unresolved issues of multicultural education of the young generation, Canada's experience in this regard is relevant.