Formation of Civil Identity in the Educational Policy System in the Context of Transformation of the Political Space

The relevance lies in the institutionalization of education in the new subjects of the Russian Federation (DPR, LPR, Zaporizhia, Kherson regions, the Republic of Crimea, the federal city of Sevastopol), as well as the processes of re-socialization, adaptation to the socio-cultural, political, value-ideological realities of Russian society, which affects the construction of the civic identity of school youth. Understanding the processes of formation of civic identity in the educational policy system in the context of the transformation of the political space allows identifying the mechanisms of actualization and transformation of identity. Тhe experience of the post-Soviet states, as well as the processes taking place in Russia today, enables making interesting theoretical generalizations and practical recommendations.

Aim and Tasks. Identification and systematization of practices, mechanisms and technologies for the formation of civil identity of schoolchildren in new subjects in the educational policy system of the Russian Federation, determination of existing problems and barriers, identification of models of civil identity formation in the context of comparing the experience of Russia and the EAEU countries.

Methods. The study uses a focus group interview with senior and middle school students living in the new territories of the Russian Federation, an expert interview with representatives of institutional structures involved in the processes of political socialization and implementation of identity policy, as well as the analysis of secondary data reflecting the processes of formation of civil identity in the EAEU countries.

Results. As a result, the key practices of forming the civil identity of schoolchildren in the new subjects of the Russian Federation are revealed and systematized, barriers and problems of implementing educational policy in the system of forming civil identity are identified. The authors propose recommendations for improving the model of formation of the identity of schoolchildren in the new subjects of the Russian Federation. The article shows the difference between the model of formation of Russian civil identity in the new regions and the models of formation of civil identity used in the EAEU countries.

Conclusions. The study revealed the existing contradictions that arise in the process of adaptation to a new educational and value-ideological model, manifested in the assimilation of new social norms and educational standards; the difference in the level of political education and the degree of involvement in civic activity of young people was noted. It is necessary to search for effective practices and technologies that contribute to building a consistent model of civic identity formation in the basic education system of new subjects of the Russian Federation. The EAEU member states can use the practical experience of civil identity formation in the education system of new subjects of the Russian Federation to improve their own models of civil identity formation. 

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