卷 27, 编号 4 (2023)

Introduction. With the implementation of state policy aimed at integrating the Russian higher education into the world educational system, universities internationalization has been intensively developing in recent decades. However, the unprecedented sanction pressure of unfriendly countries (starting in 2022) affected universities international activity prompting them to search for new foreign partners. The purpose of the research was to study the vectors of Russian universities’ international activity under transformation in the current geopolitical situation. The analysis of new geography and forms of international cooperation in the educational, scientific, cultural and humanitarian spheres was of specific interest.

Materials and Methods. The method of content analysis was employed to study the news on international activity, posted on the websites of leading Russian universities, government authorities and specialized organizations. The results of this analysis were mapped (the mapping method was used). The method of substantive analysis of news reports was used to obtain a characterization of the forms of international cooperation. Statistical data were analyzed in the article by means of quantitative methods. The methods of substantive analysis, systematization and classification of information contained in theoretical sources, normative-legal acts, information and analytical materials were used.

Results. A set of sanction restrictions on the internationalization of Russian universities is characterized. Diagrammatic maps of the new geography of their international cooperation are presented. They indicate the growth of international contacts with universities in the CIS countries, Asia, Africa and Latin America against the backdrop of the decreased contacts with Western countries.

Discussion and Conclusion. The expansion of international cooperation between Russian universities geography can help minimize risks of sanction pressure, as well as open up new opportunities for the long-term international partnership development and the formation of new world scientific and educational superiority centers. The article can be useful for universities in Russia for forming their international strategy in the new geopolitical conditions.

Introduction. In the worldwide situation of collision accompanied with systemic crises, it is proposed to raise a reflexive question – how institutions and knowledge-systems can be arranged to support complexity, diversity, and subjectivity of Human action. Authors propose an approach to overcoming systemic gaps through reframing and re-actualization of the field of socio-humanitarian practices. It is necessary to “build up” the environment of integration of sciences and cultural practices of human development. The article presents the key provisions of the “Anthropological Turn” approach, provides an overview of the foundations and basic ideas, as well as specific practical models of activity.

Materials and Methods. The “Anthropological Turn” sets a fundamentally different framework and actually highlights the objects and mechanisms of interpretation of the results for future humanitarian research. “Anthropological Turn” research program overcomes the naturalistic approach in the study of humanitarian processes.

Results. Authors propose and describe four basic practical and organizational models. These models are acting as the activity infrastructure for the implementation of the ideas of the Anthropological Turn: the historical and evolutionary methodology for designing universities of the future; productive activities for the socio-cultural development of territories and technological entrepreneurship in childrenʼs and adult communities; search, development and replication of humanitarian (cultural, educational, etc.) practices; the family as an institution for the development of subjectivity and human identity.

Discussion and Conclusion. The described approaches and implemented projects made an ecosystem of educational solutions. On the one hand, they provide support for the development of the professional and educational space and innovative activities of the subjects of Russia, the creation and dissemination of promising educational practices, training of high-level professionals for the social sphere, business; and, on the other hand, it contributes to the formation of a dynamic system for the implementation of continuous professional development of personnel.

Introduction. The relevance of the study is determined by the necessity to optimize the process of reproduction and building up the human capital of the Russian Federation, where the primary place belongs to education. The article discusses the educational strategies of Russian students in the current conditions of transition to the sixth technological mode, when the formation of a learning society and knowledge economy is of particular importance, which requires additional investment in human capital and educational capital in particular. The purpose of the study is to describe the educational strategies of Moscow students as dynamic systems of perspective orientation of an individual, as well as constructing their future life in accordance with a certain plan.

Materials and Methods. The empirical basis of the article constitute the findings of the online sociological survey “Students of Russia: civic culture and life strategiesˮ, conducted in April‒May 2022 with an additional representation of the array in Moscow. Having carried out an exploratory factor analysis by the method of principal components and rotation by the Varimax method, the authors identify factors that allow interpreting various educational strategies for choosing a direction of study by students.

Results. Comparing the social practices of students in Moscow with those in the regions, identifying the dominant factors in choosing a speciality/academic specialism, the authors identify speciality choice indices that are determined by different factors and lead to studentsʼ adherence to different types of educational strategies: “rationalˮ strategy, “inner circle of trustˮ strategy and “random choiceˮ.

Discussion and Conclusion. The study conducted by the authors made it possible to formulate a number of significant conclusions that make a significant contribution to understanding the structure of the social capital of today's youth. The development of the educational capital of the younger generation is an important task in the process of ensuring the development of the entire Russian society as a whole.

Introduction. Some parts of the education system, especially the pre-school and primary phases, remain almost exclusively “female” professional niches, and for years this dramatic gender imbalance in the educational workforce worldwide has been considered “natural” and not worthy of research. The situation has begun to change in the last two decades, as more and more researchers internationally have begun to study various aspects of male participation in early childhood education and care. The Russian academic community has been slow to join the debate, and Russian publications on males in Early Childhood Education and Care are next to naught.

Materials and Methods. The authors used a diverse pool of primary and secondary information sources, such as official statistics, open source publications (content analysis of the texts of the “Kindergarten Dads” project) and newly collected empirical data (survey of 142 students of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University (2022 year) and the vision of the Institute’s director, Professor A. I. Savenkov), to explore the following questions: 1) How many male educators work in the pre-school sector and in what capacity? 2) How are male educators represented in public and professional discourses? 3) What strategies have been used to attract more men into the sector and how successful have they been?

Results. Despite the limitations of the available statistical data, some general conclusions can be drawn: the proportion of male pre-school educators in Russia has always remained extremely low. A peculiar combination of references to classical masculinity and gender equality in the construction of the image of a male educator. Summarizing the main results of the study, perhaps the most important point to highlight is the complexity and heterogeneity of teacher traineesʼ perceptions of the profession, their future, and male teachers.

Discussion and Conclusion. Overall, our statistical analysis suggests that while barriers to more men entering the pre-school teaching profession are still prevalent and continue to create obstacles, they may not be as insurmountable as hypothesised and can be reduced, if not overcome, through targeted educational policies. Our case studies show that to be successful, recruitment and retention strategies need to address a range of common and male-specific barriers. These include changing the social image of pre-school sector as a female domain, improving pay and career prospects for some, if not all, types of jobs in the sector.

Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years.

Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles.

Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools.

Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.

Introduction. Pakistani universities’ multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers’ linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers’ caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting.

Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, crossand intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics.

Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse.

Discussion and Conclusion. In the multilingual academic setting, this study’s results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers’ cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.