On the methodological substantiation of ethno-inclusion in a postmodern society

The aim of the article is to form the main aspects of the methodology of creating an ethno-social inclusive educational ment on the basis of an interdisciplinary approach. Modern conditions dictate the need for the formation of the so-called receiving educational environment, in which any person is considered as the goal of the process, his/her strengths and weaknesses are objectively assessed, and optimal learning results are achieved. There are some contradictions in society that prevent the creation of such a space: physical inaccessibility, intolerance, rejection of the “other”. At the same time, there are resources in society to overcome these problems. The study used socio-cultural and communicative approaches, as well as methods of system analysis and structural and genetic synthesis. In the course of the study, the viability of co-creation in the educational process as a mechanism of group eth-no-inclusion is fixed. The analysis of the data allowed the authors to conclude that the development of intercultural dialogue in the university is at the stage of a tolerant perception of different ethnic cultures. In the logic of the development of culture, postmodernity examines ethno-social processes in society as chaotic, disjointed, which is relevant to the modern world, and the paradigm of plu-riversality is one of the possible methodological platforms for understanding cross-cultural interaction in education. The authors note that communication today is a way of organizing culture, which sets the mechanism of identification of an individual; it aims to creating an environment of understanding, finding common meanings, barrier-free interaction in a multi-ethnic society by generating creative intentions. Educational migration, academic mobility, which are necessary conditions for competitive modern education in the world, create the basic principles of the understanding of modern culture as a postmodern project for the implementation of the strategy of interaction focused on the search for conditions of interaction of different cultures and giving the opportunity to find new models of understanding the world. Thus, the adaptability and the effective application of interactive educational technologies for generating creativity as a way of finding a basic value link to build a barrier-free harmonious space of intercultural interaction and environment well-being are shown. Thus, the proposed vision is in the logic of global challenges; it relevantly reflects the modern picture of the world in which creativity is considered as a characteristic inherent in human existence.

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