Abstract:

Introduction:
The article describes the prospects of introducing mediation practices in education for preventing and resolving conflicts between the actors of education process. There are 159 nationalities living in Krasnoyarsk Territory. Therefore, the need for mediative and restorative mechanisms for preventing and resolving disputes among the actors of educational process (students, teachers, parents, administrators), particularly inter-ethnic conflicts, is so urgent. The principles of implementing mediation practices in the educational space are the voluntary nature and self-determination of the parties aimed at preventing and resolving conflicts in the multicultural educational environment. In the paper the first research stage of a scientific project sponsored by the Russian Foundation for Basic Research (RFBR). No 18-013-00528 «The study of mediation practices in the field of education for harmonization of interethnic relations in a multicultural environment» is presented. The conditions were highlighted which show a variety of educational realities at different levels of education (school, university, re-training). The research is aimed at analysis of the nature of conflicts in education considering rapid development of migration processes as well as study of the mediative educational practices for harmonization of interethnic relations.

Methodology:
We used a set of complementary methods: theoretical analysis (retrospective, comparative, system, design) and empirical tools (interviewing, observation, questioning, modeling, content analysis). It is performed through the problem-oriented, critically-oriented, constructively-oriented comparative analysis.

Main concepts:
Learning mediation is important not only to resolve emerging conflicts, but also to prevent them, providing students with training in accordance with the principles of conflict resolution in peaceful negotiations, which develops citizens’ education, critical thinking and sense of responsibility (Z.Shamlikashvili, 2013 ). Jares, X. R. (2002) unites various conflict situations prevailing in education into three models: technical-positivist, hermeneutic-interpretative and critical. In the critical model "the conflict is an integral part of a social change." Conflict resolution is executed not only by improving communication and interpersonal relationships in multicultural groups, but also taking into account the context in which they are developed. In our study, the interethnic aspect and the context of cultural differences come first.

Summary:
During the study the following significant elements for introduction of mediation in education of Siberia were highlighted: At the school level: popularization and expansion of the school mediators network to schools of Siberia; advanced training of school teachers. At the HEIs: creating an initiative platform for the development of meditative practices among young people; training of specialists in the SibFU International network Master Programme "Mediation in Education”; consulting services on the basis of the Mediation Center of the Law School of the SibFU; scientific research on the issues and perspectives of mediation in education.

References:
[1] Jares, X.R. (2002): Educação e conflito. Guia de educação para a convivência. Porto: ASA.
[2] Shamlikashvili Z. (2013) The foundations of mediation as a procedure of the conflict resolving: Moscow.

Keywords:

Mediation, conflict resolution, intercultural education, multicultural environment.