ДО ПРОБЛЕМИ ПОЛІКУЛЬТУРНОГО ВИХОВАННЯ У ВИЩИХ ЗАКЛАДАХ ОСВІТИ

This study was conducted to investigate the perceptions of pre-service teachers majoring in English at the department of English Language Teaching (ELT)—Tishk International University Education Faculty in Iraq at the level of knowledge and attitude. Studies related to the concept of multiculturalism are significant as being discussed recently in our globalized world and Mesopotamia in Iraq. The present study was planned in 2018–2019 academic year by using case study design within the framework of qualitative research method. The study was carried out with 90 final year students (48 females and 42 males). The subject participated in the study on a voluntary basis. The data of the study were obtained by using semi-structured interview technique. The data obtained from the study was collected under certain codes and themes by content analysis. As a result of the analysis of the data, it was determined that pre-service teachers had both right and wrong learning about the concepts of multiculturalism and multicultural education, and their attitude levels were both positive and negative. In this regard, it is thought that it may be beneficial for prospective teachers to receive a training in the vocational education process related to multiculturalism and multicultural education. Conducting the studies to be planned for multicultural education applications by revealing different variables will enable the subject to be evaluated from different perspectives and will be beneficial for the enrichment of the literature on the subject.

Education as a means of developing human potential and the formation of a community order must be carried out with the principles of equality and justice. The principle is based on the inevitability that humans live within the sphere of difference. Islamic education as a way of forming human beings, upholds the value of justice as a consequence of one of its roles as khalifatullah on the face of the earth, which is to prosper the universe. One aspect of education that can deliver this goal is the view of multiculturalism in Islamic education. This paper is aimed at looking at the basic concepts of the epistemology of multicultural education in Islam, which ultimately can be implemented in the process of Islamic education. The method used in writing this article is the literature review on the concept of multiculturalism, the basis of the epistemology of multiculturalism and multicultural education in Islam. The results obtained from this study are that multicultural education emphasizes the aspects of harmony in learning practices. The values ​​of multiculturalism do not conflict with the values ​​of Islam, they can even lead to the achievement of the goals of Islamic education, namely forming a harmonious order in social life.

Marriage based immigration has changed the population structure in Taiwan and highlighted the need for multicultural education. Teachers with multicultural education knowledge are the fundamental way of making students to obtain equity and justice education. This study aims at understanding the formation of multicultural consciousness of elementary school teachers and the multicultural education practice, exploring the relationship of teachers’ multicultural consciousness and actions in education practice. This study chose an elementary school teacher from Matsu Island who is currently working at Immigrant Learning Center, Inc. (ILC) as a resource to collect and analyze data, which is a case study approach. There are six conclusions obtained in the study: 1. The multicultural consciousness of a case teacher is formed and constantly developed depending on the family background, studying process, cross-cultural contact and ethnic interaction in the teacher’s career. 2. The teacher in this case study was in weakness environment in case to create her multicultural consciousness. 3. The education practice of a case teacher could be done by multiple curriculum design from multicultural point of view, culturally responsive teaching and class management with understanding and care. 4. Multicultural consciousness and attitude of transformed to practical actions of multicultural education. 5. From the dilemma of multicultural education, the case teacher self-reflects the practice of policy, lack of systematic teaching material and complete class-time of transformation of curriculum and teaching, and further study about capability of affect guidance must be improved. 6. The multicultural consciousness and education practice of a case teacher is formed by a two-way interaction through teacher’s learning transformation and self-reflection. Related suggestions are proposed according to research results for the reference of elementary school teachers, education sectors and future researches.

The concept of multiculturalism, which emerged for the first time in the 1960s and is much discussed today, has played important roles in the transformation of social structures. Naturally, education is the main factor in this transformation. This has led to the emergence of another concept. This concept, which will appear as multicultural education, has been the cornerstone of peace and coexistence in some societies. Some societies have not been able to realise sufficient sensitivity and transformations in this regard. In this study, it was tried to examine the experience and the process of experiencing the course that classroom teachers took during their postgraduate education regarding both the concept of multiculturalism and the concept of multicultural education. In this context, the phenomenological approach, which is a qualitative research design, was adopted. Research data were collected through semi-structured interviews. Twelve classroom teachers who received postgraduate education participated in the study. The interviews were conducted after the end of the 15-week "Multicultural Education" course. Interpretative phenomenological analysis method was used to analyse the data. At the end of the research, the participants defined the concept of multiculturalism as cultural diversity, cultural sensitivity, richness, freedom from prejudice, respect and harmony, while the experiences and gains were expressed as discovery, individual experiences, personal and professional development.

Problem Statement: The concept of multiculturalism was in general perceived in terms of ethnic background or difference in race and so brought forth negative viewpoints and apprehensions with regard to the issue. It is undoubtedly of great importance to provide comprehensive educational systems in which individuals in multicultural societies can live together in peace. Therefore the attempt to determine the perceptions of the teachers towards multiculturalism is essential as they are responsible for the organization of class learning environments. Likewise it is important to analyze the degree to which educational programs actually carry or incorporate these multicultural principles with view to ensuring an education that will include all students and ensure they are raised in a way that embraces peace Nevertheless the number of studies conducted in Turkey on this topic to date remains very small. Purpose of Study: The purpose of this study is to investigate the perceptions of teachers’ with regard to multicultural education and diversity and to highlight the awareness of teachers concerning this issue. Method: A qualitative case research design was employed for this study. Within the study there was an attempt to present the thoughts of teachers with regard to multicultural education and at the same time to examine yearly plans to determine to what degree multicultural education had been incorporated into the teaching process. In order to determine the study group, a purposeful sampling technique was used, with the research group consisting of 6 teachers employed during the 2012-2013 academic year at a primary school situated in the province of Istanbul, Turkey. The data of the study were collected by means of semi-constructed interviews, observations and document analysis, and interview questions and an observation form and yearly plans were used as data collection tools. The data obtained were then evaluated in accordance with the content analysis technique. Findings and Results: On analysis of the results it was found that the actual knowledge of the teachers with regard to multicultural education and diversity was found to be adequate and their opinions towards multicultural education were observed to be largely positive. Nevertheless, there were serious confusion and prejudices with regard to certain concepts connected to multicultural education and on these issues teachers were seen to suffer from certain inadequacies. Furthermore, analysis of the yearly plans revealed that the number of attainment goals and activities as well as types of assessment and evaluation tools included that emphasized multiculturalism and diversification were insufficient. Conclusions and Recommendations: In order for teachers to understand the importance and necessity of multicultural education, and for teachers to be able to transfer this into practice in the educational environment itself, the implementation of educational reforms which recognize equal opportunities of learning is a pressing priority. For this reason it is suggested that teachers need to adopt multicultural educational principles and include these in their teaching programs, while the training opportunities available to teachers and academic studies conducted on this topic need to increase. Keywords: Multiculturalism, Multicultural Education, The opinions of teachers

The purpose of this paper was to explore principals’ perceptions of their strategies to maintain their cultural and religious identities within a multicultural society.This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education – respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.

Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education

The purpose of this study is to examine the universality and particularity of the discourses on multicultural education in Korea, and to construct a conceptual framework that is applicable to the teacher education programs. The current change Korea is witnessing can be viewed as revolutionary, for it affects us at the deeper level and leads to question how we define our family, ethnicity and cultural identity. The following illustrates one of the reactions of addressing this fairly new change in Korea from the perspective of multicultural teacher education. This paper addresses three main issues. First, it addresses what multiculturalism means to Korean society and why it has gained a widespread importance. Secondly, how the discourses of multiculturalism has shaped multicultural education and its cultural implication in Korea is illustrated. Finally, it explores the key concepts that should be addressed in the transformative multicultural teacher education that might open the avenue for redesigning teacher preparation programs in Korea.

Over the past decades, multicultural education advocates have proposed various educational strategies and teaching approaches for K-12 that have enjoyed limited application. In-service and preservice educators are still not well prepared for implementing multicultural education. In order to advance K-12 multicultural education, effective teaching and learning must start at the teacher education level. A curriculum/program reform model is needed that will move multicultural teacher education beyond the common isolated-course approach. The author proposes that Banks' (1991, 2001) Multicultural Model and Ethnonational Model, originally designed for K-12 curriculum reform, be adapted in university teacher education programs. The proposed trans-course approach allows for long-term exposure that reinforces multicultural concepts and issues, and provides continuous development of intercultural-action skills throughout a teacher education program. When school teachers have experienced the multicultural curriculum suggested by Banks and have achieved the multicultural competence that Banks (2001) and Koehn and Rosenau (2002) advocate, they will be capable of helping all K-12 students develop the kind of knowledge, dispositions, and skills required for effective and meaningful participation in the globalizing world.

The article substantiates the main priority and innovative ideas of this problem in theory and practice, examines the semantic meaning of the concepts of "multicultural education", "multicultural upbringing", "civic identity", "tolerance", and identifies effective forms and interactive methods of education and training with school and university students in the context of reforming the education system. Three levels of multicultural education are highlighted, including ethnic, civic and global (planetary). It is noted that multicultural education synthesizes knowledge about culture, which is the property of the civilized world, about ethnic culture, about national culture as a product of historical mutual enrichment and interpenetration of ethnic cultures. It is emphasized that the very concept of "multicultural education" is inextricably linked with the concept of "civic identity" in the meaning that the latter as a form of social life of a person encompasses "the feeling of being a part of society and the desire to be an active member of it in the present and future. The author characterizes the technology of education of the culture of personal self-affirmation, which actualizes the multicultural focus, active civic position of the student's personality. The described innovative program on English language teaching methods developed by the British Council in cooperation with the Ministry of Education and Science of Ukraine within the framework of the project "New Generation School Teacher" focuses on the formation of students' professional and pedagogical competences of future teachers, the development of critical thinking, initiative, creativity, independent thinking, and active citizenship in the socio-cultural reality. The author summarizes that the analysis of domestic and foreign experience makes it possible to comprehensively study the problems of civic identity and tolerance in the context of multiculturalism of the modern educational space. Therefore, it is undoubtedly especially valuable to clearly define and substantiate a conceptually oriented perspective which would contribute to the development of active civic position of pupils and student youth, the formation of national consciousness, the formation of high moral feelings and habits, would ensure the creation of a positive system of pupils' and students' attitudes towards reality, and establish tolerant intercultural relations in various activities. Key words: multicultural education, multicultural upbringing, tolerance, intercultural communication, civic identity, culture of personal self-affirmation, interactive methods, personality-oriented approach.

Multicultural education in this study is something that has a process of developing all of its potential where every problem that occurs in society will cause conflict. As a consequence of the diversity of culture, ethnicity, ethnicity and sect (religion). Multicultural education is often related to diversity which respects each other and lives together without distinguishing differences in terms of ethnicity, language, ethnicity and religion. Multicultural education originally from various views and ideas that emerged. There are many influences from very rapid global developments in the lives of people who are experiencing change. What is the value of awareness of the meaning of learning about multicultural education which is based on a principle and the concept of multiculturalism, namely a concept that recognizes diversity, accepts differences be it gender, race, and religion based on values ​​and democratic understanding that builds the nation so that it is united. Which is very relevant to use today so as not to leave its cultural roots through multicultural education.

To build the character of the nation's future, a solution is needed, one of which is through education with the concept of multiculturalism. Multicultural education focuses on Indonesian human character which is carried out by forming thinking concepts, attitudes, actions and habits to shape conscience and character. Perceptions of Indonesian character are the basis for the characteristics of the Indonesian nation. Indonesia's strength is the energy that makes Indonesia a great country. A strong nation is created from the strong character of its people. Unsustainable national values instilled have the potential to become a source of division and conflict within a country. Therefore, multicultural education emphasizes the importance of paying attention to the interests of each culture and society in order to maintain and protect the nation's cultural and social identity. So that in the future Indonesia will have good morals and become an honorable country. This scientific article aims to describe multicultural education to build the personality of the nation's children. The method used is a literature review.

The main purpose of the study was to investigate multiculturalism and multicultural education perspectives and practices of elementary school teachers in Indonesia. The research was designed as a qualitative case study which focused on seven elementary school teachers as study participants. In this study, semi-structured interviews are used to evaluate teachers’ understanding of culture as defined by Creshaw (1989, 2008) and multiculturalism concept by using four levels of understanding multiculturalism as defined by Nieto (1994, 2017). As well as elementary school teachers’ practices of multicultural education implementation as outlined by Banks (1999, 2019). The results of the study showed that all study participants had an idea of what multicultural and multicultural education with different levels of understanding and implementation. The findings also indicate the needs of professional development about multicultural education for teachers to extend their perspectives for the better practices in implementing multicultural education. Elementary School Teacher, Multiculturalism, Multicultural Education, Teachers’ Perspectives, Teachers’ Practices, Indonesia

School systems around the world have been searching for ways to help engender better interpersonal relations among all persons within their borders. Achieving this goal is difficult when students have had limited cross-cultural experiences. This reference book examines developments in multicultural education in 42 representative countries from around the world. Each chapter examines the history and structure of the school system in a particular country, and discusses efforts to promote multicultural education. Chapters cite current literature, and an extensive bibliography concludes the work. Many countries are composed of highly diversified, pluralistic peoples who cry out for recognition and dignity. As a result, school systems around the world have been searching for ways to engender better interpersonal relations among all persons within their borders. Achieving this goal has proven difficult when students have had limited cross-cultural experiences. This reference book examines advances in multicultural education in 42 countries from around the world. Chapters are devoted to individual countries and are arranged alphabetically. Included are chapters on industrialized countries such as the United States, France, and Germany, along with countries having different political systems and varied religious perspectives. To foster comparison, each chapter discusses the history of the school system, the structure in which multicultural education must evolve, and recent efforts and developments in multicultural education. Each chapter includes a list of current references, and the volume concludes with an extensive bibliography.

The plurality of people in Indonesia is one of the icons of Indonesia. With plurality, society is expected to appreciate differences in ethnic groups, races, religions, and cultures. However, the plurality that should be the basis of tolerance of the community, rarely give rise to conflict because of differences. The emergence of conflict is an indicator that Indonesian society is still not fully understand the internal conditions of the multicultural. Gus Dur presence in advancing multicultural education emerged as part of a response to the phenomenon of ethnic, racial, religious, and cultural conflicts that often emerged in the midst of a multicultural society. Gus Dur ’s multicultural education concept emphasizes the planting of living respect and tolerant to the diversity that lives in the midst of the plural society and the cultivation of generations not only in science and skilled, but also can live together in society as the successor of the nation. This study used the library research method by reviewing some of Gus Dur books. The results showed that differences in religion, race and culture do not contradict one another and do not become a source of division in society. So that the multicultural Islamic education is very urgent to bring flexibility and openness among each other.