Whereas Russian universities have mostly adopted the paradigm of internationalization in higher education that is now widespread in Europe and worldwide, the internationalization of schools in Russia is more complex and ambiguous. This article addresses the questions about the main characteristics of the internationalization of schools in Russia and investigates how the concept of international education and internationalization of schools has developed over time with regard to the interaction of policies, pedagogical models and practices in the Soviet Union and post-Soviet Russia. It takes a closer systematic look at the landscape of the internationalization of schools and different types of schools with an international profile (global competitiveness type, human-oriented type, and language-oriented type) and explores the development of school profiles in mainstream schools far from Russian megacities. Lastly, the article provides reflections on the internationalization of schools in Russia in the context of educational policy in post-socialist Russia, neoliberal reforms and Russia’s search for a new position in a globalized world. The research is based on a review of literature and data from a small-scale empirical study of mainstream schools in a medium-sized city.
The article reveals the ongoing research, the object of which is intergenerational relations in children and adults territorial communities. Based on historical and pedagogical analysis of research of the problem and understanding of global challenges to the modern education, the authors provide scientific substantiation of the development process of intergenerational relations in children and adults communities. A conceptual model of knowledge about children and adults educational territorial communities is worked out; the most important historical stages in the development of children and adults territorial communities are highlighted; major theoretical, historical and pedagogical background of the theories regarding children and adults communities are identified; a comparative analysis of the diversity of models for children and adults territorial communities in Russia and abroad is implemented; the basic models of modern children and adults territorial communities are identified and theoretically proved, taking into account the different interpretations of the term of "territory". The results significantly extend the research methodology for the problems of children and adults communities represented in the Russian and foreign studies. The results of the study are partially implemented and will continue to be implemented into the practice of formation and development of children and adults communities as educational institutions, and in certain regions, depending on the characteristics of the community models. The results can be used during lectures and seminars on the overall social and comparative pedagogy, social psychology at the universities, as well as in the training of school principals, coordinating councils of the territories, and organizers of curricular and extra-curricular work with children and adolescents.
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