Identity Formation in the Educational Process in Russia and Kazakhstan: Comparative Analysis

Abstract

The multivalence of interpretations of identity depends on the context of consideration. The primordialist approach to explaining identity is gradually giving way to a constructivist approach in which identity is seen as a social construct. "Multiple" identity means transcending one's ethnoculture and diffusing original identities. It is almost impossible to create a stable "map of identities," but the more important is the process of making sense of it from a contemporary perspective. The transformation of identities is clearly visible in the post-Soviet space, which is an area of vital interest for Russia. The modern post-Soviet space is a conflict-prone zone, where the interests of many world powers, are concentrated. The search for a new national identity is closely connected with the assertion of the symbolic status of the people in world history, which is why the role of education is so important. The article analyzes the Russian and Kazakh federal state educational standards of education (FSES) and Educational Development Strategies and reveals their specificity. The priority of the State Compulsory Standard of Russia is the formation of civil identity, while in Kazakhstan we note the dominance of the ethnic component of identity.