The article traces the evolution of teaching interethnic tolerance in Russia and in Englishspeaking countries. The authors analyse the main approaches to promoting interethnic tolerance among university students in the context of Russian and English-language media education of the post-Soviet period (1992−2000). Some official documents and researches made by Russian and foreign scholars regarding the issues of interethnic tolerance and interethnic relationships are studied. Theoretical and methodological approaches to fostering interethnic tolerance in the historical, philosophical, psychological, pedagogical, sociological, cultural contexts are presented.The authors provide a review and analysis of dissertations by Russian authors of the studied period reflecting the theoretical and methodological base for studying interethnic relationships, ethnopedagogical culture of a democratic society, multicultural education and teaching the younger generation in new conditions for Russia caused by restructuring of the entire social system.Particular importance in the study is given to philosophical, pedagogical and sociocultural sources of teaching tolerant consciousness and culture, transformed interpretations of 'tolerance' as a concept, historical traditions of cultivating tolerant relationships and maintaining civil liberties in society, integration of a tolerant approach into formal and non-formal education systems, cultural and academic assimilation of migrants, ways to prevent hatred, aggression and violence among young people.The analysis shows that in Russian studies of this period, the topic of media education for developing interethnic tolerance among young people was practically ignored whereas in Englishspeaking countries the analysed period is characterized by active development of multicultural approaches to education, designing programs for students belonging to various national groups. The main emphasis in English-language researches is placed on critical thinking, media education in schools, methodological tools for media education, historical development of media culture and media education, etc.
The article attempts to examine the impact of European media education theories and approaches on Russian media education evolution basing on a comparative analysis of Russian and European media literacy promotion strategies in the historical context. This influence resulted in the appearance and development of socio-cultural models of media education in Russia basing on the cultural studies and critical thinking theories of media education, including the adopting of integrated media education approach in schools and universities.
The author surveys the experience of other countries in overcoming a totalitarian (communist or Nazi) or authoritarian past and suggests how to apply the lessons learned to Russia.
The possibilities of media education for upbringing the younger generation are undeniable. Development of citizenship and interethnic tolerance to representatives of other ethnic groups and cultures is one of the important and urgent directions of Russian media education. In this process, the analysis of the best Russian and foreign media education practices is essential.In this study we attempted to construct a model for fostering students' interethnic tolerance based on the main theoretical approaches and practical aspects in the context of leading Russian and foreign (in this case, English-speaking) approaches to media education in the system of higher education. This model is a set of the objective, methodological, organizational, reflective and evaluative components. The conceptual basis of the model includes the following methodological approaches: developing critical thinking, culturological, semiotic and socio-cultural and aesthetic approaches, which are increasingly being developed in the university practice of media education. One of the leading approaches in media education for fostering students' interethnic tolerance is analysing media texts of different types and genres. This process is traditionally based on the key media education concepts associated with defining the source, typology, perception, topics and representation of media texts. Reliance on the concepts of media agencies, media categories, media technologies, media languages, media audiences, media representations is also emphasised.
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