MULTICULTURAL EDUCATION AS AN IDEOLOGICAL APPROACH: POLITICAL AND PHILOSOPHICAL ANALYSIS

Abstract

The article presents a comparative analysis of the results of the state policy in the field of multicultural education in Canada under the title "Canadian Cultural Mosaic" and "unity of the people of Kazakhstan" in Kazakhstan today. Canada is a constitutional monarchy that occupies the second largest land area in the world in North America, with parallel English and French languages, technologically and industrially developed, multicultural and corresponding multinational parliamentary system. Kazakhstan is a multicultural multinational democratic, secular, unitary, constitutional republic, developing technologically and industrially, with parallel Kazakh and Russian languages, occupying the ninth place in the world by land area in the center of Eurasia. Canada and Kazakhstan on the world stage today have a similar multi-ethnic appearance, but their political and philosophical structure is divided into two parts. Both States create favorable conditions for the unhindered happy existence of ethnic groups devoted to their historical destiny, the preservation and improvement of the characteristics of their nation. These actions of theirs serve as an ideological approach and serve as an example for other States. It is obvious that in the case when the assimilation of nations does not occur naturally, there is a loss of the culture of ethnic groups that make up the minority, an aggravation of racism and, accordingly, the process of loss of national identity.