Formation of an Inclusive Culture of Future Teacher to Ensure Culturological Safety of Students at All Levels of Education

The appeal of teachers and scientists to the scientific concepts of «inclusive culture» and «cultural safety» is a timely necessity in connection with solving strategic tasks of modernizing the pedagogical education system [9]. The problem of the research lies in the need for scientific substantiation, development and implementation of effective pedagogical mechanisms for the purposeful formation of an inclusive culture among future teachers as the basis for ensuring the cultural safety of students at all levels of the educational system. Cultural safety of students is understood as a state of protection of their cultural identity, value system, right to cultural development and self-realization from negative influences and threats (xenophobia, discrimination, information aggression, cultural oblivion) in the educational environment. The key agent directly shaping this environment at all levels of education is the teacher; His personal attitudes, professional competencies, and daily practices largely determine whether an educational organization will become a space of tolerance, mutual respect, and security, or a source of cultural conflicts and threats. In this regard, the formation of an inclusive culture of the future teacher is no longer just one of the aspects of professional training, but is becoming a strategic imperative of modern teacher education.

The zones of intersection and synergy of concepts are revealed. From the standpoint of the value of diversity, both concepts recognize cultural, ethnic, and social diversity as an important characteristic of the modern world and society; they counteract discrimination and marginalization. At the same time, if an inclusive culture fights against them, then cultural security removes threats of discrimination against social stability and the integrity of cultural space. A matrix of the intersection of the concepts of «inclusive culture» and «cultural safety» has been compiled, which proves that the concepts are not antagonists, but represent two mutually conditioned sides that must be taken into account in the professional training of a future teacher to build a developing person in the context of globalization and internal diversity.

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