The Multicultural character of the Russian Federation is not reflected in the history education which has a strong Russocentric approach. History education provides no answers or understanding for the multicultural society in Russia, neither for the ethnic conflicts and tensions at hand. In this context, the EuroClio-MATRA project “Mosaic of Cultures” led to the publication of both a student book and a teacher book. It contains innovative and multicultural material with pedagogical and didactical recommendations and is ready to use for Russian classroom practice.

Download the full publication

Mosaic of Cultures – Teachers Book

Mosaic of Cultures – Students Book

Download individual chapters

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Introduction  RU
1. Diversity in Unity  RU
2. A vast empire, or an empire of space  RU
3. The sides and the edge, how can I be with you?  RU
4. Roads and Fates  RU
5. The religious palette of Russia  RU
6. The City – unity of dissimilarities  RU
7. Conflicts and their resolution  RU
8. Dialogue of Cultures  RU
Glossary  RU
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Part of the Project

Mosaic of Cultures

Funded by

Members involved

History Teachers’ Association of Moscow

Contributors

Coordinators: Alexander Shevyrev (Moscow State University), Tamara Eidelman (Moscow High School).

Authors: Marina Erokhina , Liudmila Gatagova, Julia Kushnereva, Viktor Shapoval, Olga Strelova, Arthur Tsutsiev, Irina Ukolova, Svetlana Yalovitsyna.

Experts:  Alexey Feldt, Rauf Gizatullin, Viacheslav Jiburtovich, Taisiya Korepanova, Rumiana Kusheva, Ian Blair McKellar, Harald Frode Skram, Dean Smart, Evgueny Viazemsky.

  • Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
  • Students as Mediators of Conflicts
  • Find out what New Students Bring to the Classroom

    As a response to an increase in new students in the Swedish educational system, the Swedish Board of Education tasked a group of schools and universities to find a way to assess what newly arrived students know in order to provide the best possible education for each student, as well as focusing on their strengths rather than their weaknesses. This resulted in the formation of materials for conducting discourse around history for the purpose of assessing the historical competencies of newly arrived students. This is done in the form of a 70-minute conversation between a teacher and a student. The assessment is meant to provide valuable insight into what the students are already familiar with, so that teachers can take this into account when creating lesson plans.