Abstract:

The relevance of the study is due to the processes of globalization, the spread of the use of digital technologies, the growth of social threats of the destructive development of conflict situations in the multicultural educational space. The reality of school bullying, xenophobia, forms of cyber aggression creates new challenges and threats of our time. The ineffectiveness of the existing institution of school reconciliation services (mediation) is associated with the lack of a common understanding of the conceptual foundations, methodology and models of training multicultural mediators for the prevention and resolution of conflicts in education. This is evidenced by the studies of J. Braithwaite, R. Paget J. Nelsen, H. Zehr, N. Christie, B. Stewart, K. Pranis, M. Wedge, R.R. Maksudov, L.M. Karnozova, E. Zhenodarova, N. Putintseva, V. Rozhdestvenskaya, etc. In modern science, the problem of multiculturalism actualizes the potential of multicultural mediation, contributing not only to the resolution of interethnic conflicts, but also to overcoming the social and cultural barriers of the conflicting parties, and their psychological rehabilitation.

The interdisciplinary nature of the project lies in the combination of psychological, pedagogical, sociological and mathematical methods of analysis and modeling of social processes. Methods of content analysis, focus groups, large-scale sociological research, psychodiagnostics of participants in conflict situations are used.

The research is carried out in 3 stages: diagnostic, theoretical and modeling, approbation and expert.

At the 1st stage 2020-2021 it was analyzed and systematized the practice of effective use of mediation technologies and restorative communication in Russia and Europe. The effective methods of prevention and minimization of the consequences of conflict situations in the educational space are identified and described. The risks and factors of reducing conflict tension in the context of the growth of digitalization and polyculturalism are analyzed, the potential of mediation and restorative communication in ensuring a safe multicultural educational space is identified and substantiated by the example of the Krasnoyarsk Territory (the largest region of Siberia). The problems and deficiencies in the training of mediators in Siberia have been identified. At the first stage, the concept of ensuring the socio-psychological safety of communicative interaction in the educational space was developed, the foundations and structure of the competence model of training multicultural mediators working in the restorative approach in the conditions of digitalization were theoretically substantiated.

At the next stage of the study, it is supposed to identify the essential characteristics of the model of a safe educational environment in a multicultural society, to highlight the conditions and opportunities for its testing and scaling up to other regions of the Russian Federation; to develop a set of diagnostic techniques for studying the conflict potential of the educational space. A discussion and expert assessment in the international and national professional communities of the model of training mediators in the context of digitalization and multiculturalism is planned.

Keywords:

Intercultural mediation, online mediation, bullying, safety, multicultural environment, social communication, digitalization.