Challenging the Myths about Multicultural Education.

This study regarded to the thought of Islamic education by Murtadha Mutahhari, in al-Ta`lim al -Tarbiyah wa fi al - Islam and its application in the MAN 2 Model Palu. The study aimed to know what the principles of Murtadha Mutahhari thought on multicultural islamic education in the book al-Ta`lim al -Tarbiyah wa fi al–Islam was and how the application of multicultural Islamic educational thought i n the book in MAN 2 Model Palu was. Based on the issues, this study was qualitative descriptive–analytical ones. Data was collected using questionnaires, observation and documentation. The result showed that Murtadha Mutahhari thought on multicultural Islamic education in the book al-Ta`lim al -Tarbiyah wa fi al -Islam was formulated on the following ideas: al-hub ghair (loving others), maslahah muqaddam al -mujtama ` ala al-fard mashlahah, al -ītsar or putting others above their own interests, muhārabah huqūqil fi al-mujtama` or building mutual respect within social rights. This study concluded that the application of Murtadha Mutahhari Islamic thought on multicultural education in MAN 2 Model Palu could be seen in two aspects: the application of multicultural educational idea in PBM and in the daily life of students. Significant results were seen in both conditions. The idea of Islamic thought multicultural education as mentioned by Murtadha Mutahhari in the book of al - Ta`lim al -Tarbiyah wa fi al–Islam was practiced well. This study sugge sted that policy makers, in implementing teaching program, enhance further efforts to actualize multicultural values among students, since multicultural challenge become stronger in contemporary social life. Keyword : Multicultural, Murtadha Muthahhari, Madrasah Aliyah Negeri 2 Model Palu.

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.

Indonesia is full of diversity, either ethnic, religious, culture, custom, racial, territorial, and so on. In having a common perception onIndonesian diversityas a nation, multicultural education has become a necessity. Incorporating multicultural education into the curriculum is very urgent, at least by incorporating it with other relevant subjects, such as Civics, History, and Religion. Multicultural education is a response to the growing diversity of school populations, as well as the demands of equal rights for every citizen. Another dimension, multicultural education is the development of curricula and educational activities to tap into the views, history, achievements and concerns of non-Europeans. Multicultural education encompasses all learners regardless of group, such as: gender, ethnic, racial, cultural, social, territorial, and religious strata, which has become a demand and necessity in building a new Indonesia. However, multicultural education requires an in-depth study of the concepts and praxis of its implementation, even to the present the concept of multicultural education has not been studied seriously in education. However, when judicially judged, Act Act no. 20/2003 on the National Education System has provided an opportunity to elaborate further on the concept of multicultural education, particularly in Article 4 paragraph (1) which regulates the implementation of education which takes into consideration the diverse cultural values ​​of society.

Multicultural education is undoubtedly essential in giving equal educational opportunities to all students and in helping them prepare for the workplace in a globalized and multicultural world today. This article reports major findings from a study conducted with 1850 respondents (23 educational managers, 169 lecturers, 1658 students) who have been working and studying at different universties in major cities in Vietnam. It found that multicultural education objectives and issues were not clearly enunciated by all the investigated universities. Despite acknowledging the values of multicultural education, not all administrators, lecturers, and students were fully aware of the objectives, multicultural topics and approaches in conducting multicultural education. There exists great disparity between current practices and innovative requirements in Vietnamese educational policies. This conundrum demands more input from Vietnamese universities, especially in providing administrators and lecturers with global knowledge and skills regarding multicultural education.

The background of this research is the implementation of multicultural education that has been carried out by several Non Government Organizations (NGOs) in cooperation with the 22 high-level secondary schools in the range of 2005-2013. The author wants to know if the multicultural education is still being conducted and also wants to know the factors that affect the implementation of the multicultural education, especially on the aspects of the curriculum and teaching materials. The author conducts research on 12 (twelve) schools that have ever run the program. The study was conducted for two months with ethnographic methods. The author performs in-depth interviews alongside observations and library reviews. The results of this research show that the implementation of this program does not last according to the plan, although teenagers from schools studied in general are already aware of the multicultural education. Multicultural knowledge is still relatively low, but they want to learn the other ethnic culture. Other problems were found that the school did not continue the program because the curriculum of multicultural education and the existing teaching materials have not been perfected. Another important finding is that regional autonomy on the one hand can be an opportunity for schools to encourage multicultural education models but on the other hand to nourish identity politics. Both sides tend to be opposite, so it takes creative effort to connect them into the space of democracy and pluralism at school level. Violence in West Kalimantan can only be abolished when the community knows the root cause, then want and dare to face, deciding which chain that encourages violence is happening. If not then other violence will occur, and finally West Kalimantan will fall into the spiral of violence, as happened so far.

This paper discusses the idea of the multicultural education development strategy based on the local wisdom at higher education. Indonesia, as the largest archipelago in the world, certainly has diverse cultural base. The fact that ethnic and cultural plurality is not only justified historically, sociologically, and anthropologically, but also theologically. An important thing in the sustainability of the multicultural education is the loss of fanaticism and exclusivism tendencies.Therefore, the management of the proper local culture should become the core in the development of national education. The matter becomes the basis that the multicultural education suits to be the basis of the character education in higher education. Nevertheless, multicultural education does not mean eliminating the primordial identity because it will cause the social and cultural backwards. The Indonesian culture might not be narrowed down into particular ethnic and religion for such actions would not produce the original identity. Even worse, it will disappear the original identity. The development of the multicultural education based on the local culture is carried through some steps: Identifying and constructing the data base of local culture; Inserting the values of local wisdom into the core curriculum of higher education through the content of the Character Education Course; Using the contextual-holistic approach; Providing facilities and infrastructure in accommodating the form of local culture; Exploring the values of local wisdom in classrooms; Building and promoting the foundation of the character educators; and Evaluating the achievement of learning outcomesKata Kunci: Pendidikan, Multikultur, Kearifan Lokal, Pendidikan Tinggi

Part One: Multicultural Education: Theoretical Perspectives and Issues * Multicultural Education: Dimensions and Paradigms, James A. Banks * Critical Multiculturalism and Education, Stephen May * Worldwide Population Movements, Diversity, and Education, Stephen Castles * Globalization, Immigration, and Schooling, Marcelo Suarez-Orozco and Carola Suarez-Orozco Part Two: Multicultural Education and Diversity Across Nations * Multicultural Education in the United States: Historical Realities, Ongoing Challenges, and Transformative Possibilities, Sonia Nieto * Multicultural Education Policy in Canada: Competing Ideologies, Interconnected Discourses, Reva Joshee * Multicultural Education in Australia: Two Generations of Evolution, Christine Inglis * Multicultural Education in the United Kingdom, Sally Tomlinson * From Intercultural Education to the Inclusion of Diversity: Theories and Policies in Europe, Cristina Allemann-Ghionda * Multicultural Education in South Africa, Crain Soudien * Multicultural Education in Japan, Yasu Hirasawa Part Three: Race, Intergroup Relations, and Schooling * Critical Perspectives on Race and Schooling, David Gillborn and Deborah Youdell * The Nature and Origins of Children's Racial Attitudes, Rebecca S. Bigler and Julie Milligan Hughes * Modifying Children's Racial Attitudes, Frances E. Aboud * Education Programs for Improving Intergroup Relations between Palestinians and Jews in Israel, Zvi Bekerman * Multicultural Education for Young Children, Patricia G. Ramsey Part Four: Culture, Teaching, and Learning * Cultural Influences on Learning, Carol D. Lee * Socialization, Literacy, and Empowerment, Thor Ola Engen Part Five: The Education of Indigenous Groups * Connecting the Circle in American Indian Education, Donna Deyhle and Karen Gayton Comeau * Indigenous Education in Peru, Maria Elena Garcia * The Struggle to Educate the Maori in New Zealand, Wally Penetito Part Six: Citizenship, Immigration, and Education * Diversity, Group Identity, and Citizenship Education in a Global Age, James A. Banks * Education, Integration, and Citizenship in France, Eva Lemaire * Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity, Audrey Osler and Hugh Starkey * Democracy, Antiracism, and Citizenship Education in England and Sweden, Hugh Starkey and Audrey Osler * Diversity and Citizenship Education in Bulgaria, Hristo Kyuchukov Part Seven: Language, Culture, Identity, and Education * Language, Culture, and Identity Issues Across Nations, Suzanne Romaine * Language Policies and Language Education in Francophone Africa: A Critique and a Call to Action, Hassana Alidou * Language Education Policy in Multi-Ethnic Malaysia, Saran Kaur Gill Part Eight: Religion, Culture, Identity, and Education * Cultural Diversity, Muslims, and Education in France and England: Two Contrasting Models in Western Europe, Nasar Meer, Valerie Sala Pala, Tariq Modood, and Patrick Simon * Religion, Culture, Language, and Education in India, Reva Joshee and Karen Sihra * Islamic Religious Education and Muslim Religiosity in Singapore, Mukhlis Abu Bakar * Religion, Ethnicity, and Identity in Indonesian Education, Joel C. Kuipers and Ella Yulaelawati Part Nine: The Education of Ethnic and Cultural Minority Groups in Europe * Migrant Minority Groups in Germany: Success and Failure in Education, Sigrid Luchtenberg * The Education of Ethnic, Racial, and Cultural Minority Groups in Spain, Teresa Aguado * Ethnic and Cultural Groups and Educational Policies in Russia, Isak D. Froumin and Andrei Zakharov Part Ten: The Education of Ethnic and Cultural Minority Groups in Asia and Latin America * The Education of Ethnic Minority Groups in China, Gerard A. Postiglione * Social Inequality as a Barrier to Multicultural Education in Latin America, Martin Carnoy * Achieving Quality Education for Indigenous Peoples and Blacks in Brazil, Petronilha Beatriz Goncalves e Silva and Sonia Stella Araujo-Olivera * The Education of Ethnic Minority Groups in Mexico, Sonia Stella Araujo-Olivera and Petronilha Beatriz Goncalves e Silva

BRIEF SESSION DESCRIPTION:Online learning has the potential to allow people of any age and any location to develop knowledge and skills that improve their own lives and that support them to make important contributions to society. A‚ We seek to share some lessons learned on our journey to create and implement an online learning community grounded in critical pedagogy and multicultural education. Participants in this session who might find themselves moving into online teaching will gain insights from our experiences that help shape their work regardless of their discipline.A‚ This session will discuss how VoiceThread can be used to engage students in online environments.A‚ ________________________________________________________________FULL ABSTRACT: As Howard Zinn (2002) reminds us, A¢â‚¬A“You canA¢â‚¬â„¢t be neutral on a moving train.A¢â‚¬Â Universities and K-12 schools are moving quickly to increased use of online learning instruction (Allen & Seaman, 2014; Picciano and Seaman, 2009). Online learning has the potential to allow people of any age and any location to develop knowledge and skills that improve their own lives and that support them to make important contributions to society. However, given that there is a paucity of rigorous research evidence that online learning leads to improved student outcomes (Figlio, Rush, Yin, 2010; Jaggars & Bailey 2010), expectations for increased efficiency and access and decreased cost (and in higher education increased revenue) are driving this rapidly moving online train. The need for critical pedagogy and multicultural education is more critical than ever in our increasingly pluralistic global society. Therefore, it is imperative that we explore and share ways to design vibrant online learning environments that adhere to the principles and practices of critical pedagogy and multicultural education. We seek to share some lessons learned on our journey to create and implement an online learning community grounded in critical pedagogy and multicultural education. Participants in this session who might find themselves moving into online teaching will gain insights from our experiences that help shape their work. For this session, we will demonstrate how VoiceThread can be used to engage students in online interactive and collaborative activities that support reflective practice and critical dialogue.

Objective To construct the contents of multicultural nursing health education for patients with rheumatoid arthritis. Methods Delphi method was used in this study. The items of multicultural nursing health education for patients with rheumatoid arthritis were drafted by 15 invited experts who had two rounds of questionnaire survey to achieve consensus, and the items of multicultural nursing health education for patients with rheumatoid arthritis were primarily established. Results After the two rounds of consultation, the active coefficient of experts was 100%, and the degree of specialist authority was 0.906. It was finally determined that the multicultural nursing health education program included 10 first-class indexes, 43 second-class indexes and 107 third-class indexes. Conclusions The items for health education in patients with rheumatoid arthritis constructed under the guidance of multicultural nursing theory have good scientificality and practicability, and provides the reference for the implementation of individualized health education. Key words: Arthritis, rheumatoid; Health education; Multicultural nursing; Delphi method

Indonesian nation consist of many kind of culture, ethnic, race, religion, etc. At one side that diversity is a treasure of Indonesian, but at other side it triggers social conflict. Conflict that happens about three decade of New Order power is because our education always teaching similarity (uniformity) and averse plurality. Therefore, this paper suggested multicultural education as solution to this problem. Multicultural education has to be implemented on learning process at school. It not necessarily became separated lesson, but can integrated to every lesson . Multicultural education is a process to cultivating attitude to respect each other, honest, and tolerant to cultural diversity that exit on the plural society. With multicultural education we hope there’s toughness and flexibility of this nation to face the clash of social conflict.

Multicultural Education replaced Black History in many social studies curriculums. To some extent, they had different aims. While Black Studies sought to highlight the contributions that African Americans had made to American society, Multicultural Education promised to reduce the prejudices that children might harbor against other racial or ethnic groups. The experiences in Dayton, Ohio, offer a way to compare certain aspects of these different programs. Dayton’s curriculum specialists designed Black History to aid racial desegregation in the late 1960s. In later years, Multicultural Education became a substitute for integration.

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.

Multicultural education is an education that offers an alternative through the implementation of educational strategies and concepts based on the diversity utilization in society, especially those that are present in learners such as ethnic plurality, culture, language, religion, social status, gender, ability, age and race. This educational strategy is not only aimed to make students easily understand the lessons they learn, but also to raise their awareness to always behave humanist, pluralist, and democratic. The most important thing that needs to be underlined in the implementation of multicultural education is that a teacher is not only required to master and be professionally taught, but a teacher must also be able to inculcate the core values of multicultural education such as democracy, humanism, and pluralism. Multicultural education must be internalized in a learning process that transforms an essential, prejudiced and discriminatory monocultural perspective into a multiculturalist perspective that values diversity and difference, tolerance and open attitude (inclusive). Such a paradigm shift demands a transformation to education that is not limited to mere cognitive dimensions. Moreover, it also demands changes in the affective and psychomotor dimensions.

There have been increase in calls for researchers in educational psychology to integrate methods as well as theories across motivation and multicultural education to examine the intersection of culture and diversity with motivational principles. While much work has been done in K – 12 classrooms examining the application of principles related to autonomy – supportive and culturally responsive teachers and classrooms, not much work has been done examining these constructs together in university classrooms. Global and paradigm shifts in higher education coupled with rising tensions of diversity and inclusion on college campuses have catalyzed the need for intentional approaches to cultivate inclusive classroom environments to facilitate students’ development of academic as well as global competencies. This thesis employed a convergent – parallel mixed methods design integrating frameworks from multicultural education with Self – Determination Theory (SDT) to explore the extent to which instructors’ degree of intercultural competence and diversity inclusivity in their courses was related to students’ perceptions of the classroom environment as culturally responsive and autonomy – supportive as well as academic motivation and intercultural knowledge and competence development. A conceptual model for integrating Multicultural Education frameworks and SDT is proposed with theoretical and methodological implications. Practical implications are discussed for researchers, educators and administrators in higher education highlighting the importance of considering both cultural and motivational factors of students and instructors to facilitate enriching teaching and learning experiences in preparation for living and working in a global multicultural society.

The main purpose of this thesis is to investigate the curriculum of junior high school-”Taiwan Society” from the view points of multicultural education. The second purpose is to explore the practice of the curriculum by questionnaire.The curriculum will be explored from three aspects: design of the ”Taiwan society” curriculum, its teaching material and teachers' attitude and opinion. The methods are adopted here are literature-analyzing, questionnaire and interview. The subjects of questionnaire are selected from the teachers who teach ”Taiwan Society” in junior high schools. The objects of interview are the members of writing this textbook. The results of this study are presented as followed:1. ”Taiwan Society” is a curriculum of multicultural education, but its theory is merely based on the view points and opinion of scholars. The design of the curriculum is like James A. Banks' ”the additive approach”.2. The contents of this textbook emphasize both diversity and commonness of the society. Though the teaching material reflects the truth of the society, its contents can not display the spirits of multicultural education. In addition, the proportion of multicultural contents in the textbook is not apposite.3. Teachers' attitude toward multicultural education is positive. Most of teachers support the execution of multicultural education. At the same time, they think that it is important to foster teachers with the quality of multiculture. Additionally, they don't think the practice of multicultural education will be in the way of national unity.4. Many teachers confirm the project of this curriculum. They think it can help students understanding the difference of each other and extending students' field of vision, but we should pay attention to the fairness of the teaching material. Almost the whole of teachers feel that their capacities are so insufficient that they have to accept the training of multicultural education. In the other hand, many teachers think that the time of teaching this lesson is not enough.Finally, the applications of the results to instruction are recommended. In addition, regardless of the existent/potential defects, this thesis may provide helpful implications and suggestions to further studies in the field.