Navigating diversity: Teacher attitudes towards multicultural education in Türkiye Post-Syrian War

The aim of the present study is to explore the views of migrant and non migrant students living in Greece on cultural diversity in the classroom. It focuses on students of both the dominant (i.e. Greek) and nondominant (i.e. migrant) groups and investigates their views in comparison to one another. Data were collected in the context of a pilot action research program aiming at the empowerment of in-service teachers so that they actively support the migrant students’ integration into the regular classroom. Two hundred and seventy students participated in the study. Data were selected through three scales especially constructed for the purposes of the present study which explored (a) migrant and non migrant students’ views on cultural diversity in the classroom, (b) their expectations from the implementation of the above mentioned program, and (c) the reasons they consider important their participation in it. The results reveal the contradictions and the conflicting views of older students of the non migrant group and point to the necessity for intervention programs that will take into consideration not only the educational needs of students of diverse cultural backgrounds but also the psychological needs of all students of both the dominant and the nondominant groups.

The aim of the paper is to propose some simple ways of promoting linguistic and cultural diversity in a homogenous classroom made of students brought up in a bi-lingual environment and country. The ideas and suggestions come from the experiences of the authors in different environments and workplaces. The comparing groups are of different ages from compulsory school to a university/college level. The paper will be divided in two parts: on one hand there are suggestions which would be useful in a classroom with a teacher coming from the same place as the students, and on the other hand how would those and other ways work out in promoting a linguistic and cultural diversity in a classroom where the teacher/lecturer comes from another cultural and linguistic background. What has been the meeting point, how this type of cultural and language diversity would affect the critical thinking of the students; why would students benefit from diversity-promoting classes are some of the questions answered in the paper. This is a cross-sectional study which tries to put together some possible forms of promoting diversity in the aspect of a language and culture in the classroom which does not mean that is based on a longitudinal type of research but on personal experiences and views of the authors. Moreover it is based on a questionnaire and displays its results

This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs about multilingualism and multilingually-oriented education, they tended to persist in monolingual teaching practices, did not acknowledge linguistic and cultural diversity in the classroom, and failed to employ multilingual teaching strategies systematically.

Although cultural diversity in classrooms is hardly a new phenomenon, its influences on teaching and learning are increasingly discussed. Cultural diversity could lead to better learning and democracy outcomes. However, it also poses challenges for educators and schools. For example, research has revealed marked cultural differences in motivation, learning attitudes, thinking styles and school achievement. Attempts have been made to assure teaching and learning quality by designing standardized curricula and giving standardized tests. However, it is questionable whether standardized tests could capture the diverse aptitudes and skills students with different cultural experiences bring to the classroom. It is also question-able whether a standardized curriculum would lead to positive learningoutcomes for all.In 1998, we convened a conference in the University of Hong Kong, and invited experts from different parts of globe to discuss how to apply psychology to enhance learning and teaching quality. Probably because of the cultural diversity of the conference participants, multicultural education emerged as one of the dominant themes in the conference. For example, in the Opening Address, Robert Sternberg argued for the importance of cultural sensitivity in ability testing. In another keynote address, Martin Maehr discussed the implications of motivation research for designing an optimal achievement environment for culturally diverse students. Professor Sternberg’s paper is included in this volume, and Professor Maehr’s article was published in a previous volume we edited (Student Motivation: The Culture and Context of Learning, Plenum, 2001).The contributors of this volume include psychologists and education researchers from Africa, Asia, Australia and North, and some of them have extensive experiences in multicultural education. Despite their diverse cultural and professional background, the contributors agree that to meet the challenges posed by cultural diversity, educators need to have the sensitivity to multiplicity of student abilities in aptitude and achievement assessment.

This study aims to investigate Korean pre-service secondary school teachers (hereafter ‘KPSSTs’), who constitute the future leaders of multicultural education, and their level of awareness and experience toward multiculturalism and multicultural education, and to find ways to facilitate multicultural education in secondary schools as well as designing and running a pre-service secondary school teacher training program on multicultural education in colleges of education in Korea. 166 KPSSTs from 3 different universities in Seoul participated in the survey which examines their experience with multiculturalism and multicultural education and their level of awareness on these issues. The results were as follows: First of all, most KPSSTs had not experienced multiculturalism directly, but only indirectly through media. A slight majority of them had never had classes on multiculturalism, most of them had never taught students from multicultural families. Second, multicultural efficacy, which is the confidence in a teacher’s competence to teach students from culturally diverse backgrounds in a multicultural classroom environment, was average. Generally, KPSSTs were highly confident in guiding students to reduce prejudice and encourage them to foster mutual respect. However, they had low confidence in expert knowledge on multicultural education such as its contents, methods, and providing detailed descriptions related to multicultural education. Third, KPSSTs tended to approach multiculturalism by focusing primarily on race and ethnic group, which showed a lack of understanding on the broad scope of cultural diversity.

This article investigates teacher training in plurilingual and multicultural education through the lens of a non-formal language program, AFEX, in Barcelona. AFEX teaches local languages to migrant-origin families using a co-teaching model, pairing preservice teachers with community language facilitators. Using micro-longitudinal Conversation Analysis (Greer, T. [2016. “Learner Initiative in Action: Post-expansion Sequences in a Novice ESL Survey Interview Task.” Linguistics and Education 35:78–87.]; Ishino, M. [2018. “Micro-longitudinal Conversation Analysis in Examining co-teachers’ Reflection-in-action.” System 78:130–147.]), the study examines their interactional strategies, focusing on how they negotiate instructional roles, scaffold learning, and develop plurilingual, pluricultural teaching competencies. Findings emphasize the role of embodied instruction and mutual learning in fostering Linguistically Responsive Teaching (LRT; Lucas, T., and A. M. Villegas. [2010. “A Framework for Preparing Linguistically Responsive Teachers.” In Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators, edited by T. Lucas, 55–72. Routledge.] ). The study highlights how collaborative approaches enhance instructional effectiveness and inclusivity, advocating for co-teaching models in teacher education to better address linguistic and cultural diversity in classrooms, highlighting the benefits of co-teaching with language facilitators.

In recent years, major issues surrounding multicultural education, which highlight the importance of education about the mulcultural approach to, have been issuing. Especially, in Western society that emphasizes the role of multicultural education for teacher training is required to practice multicultural education of teachers for teacher training. This study attempts to incorporate integrative analysis, which clarifies structural relationship among early childhood teachers' multicultural literacy, multicultural education contents, multicultural teaching efficacy and multicultural education practices will. Thus, The purpose of this study was to investigate the structural relationships among different Variables related to multicultural education 235 early childhood teacher's residing in Seoul, GyeongGi-do in Korea completed questionnaires about multicultural literacy, multicultural educational contents, multicultural teaching efficacy, multicultural education practices will perceived by early childhood teacher. Thus, the following are research questions that were established for the research objective. First, is the effect of multicultural education practices will significant early childhood teacher's multicultural literacy. Second, is the effect of multicultural educational contents and multicultural teaching efficacy significant early childhood teacher's multicultural literacy. Third, is the effect of multicultural education practices will significant early childhood teacher's multicultural educational contents and multicultural teaching efficacy. A variance matrix of this sample was analyzed using AMOS 19.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via RMR, RMSEA with a 90% confidence interval, CFI, and TLI. The results were as follows: First, teacher's multicultural literacy was found to have a significant direct and indirect effect on teacher's multicultural education practices will. Second, Teacher's multicultural literacy was found to have a significant direct multicultural educational contents and multicultural teaching efficacy. Third, multicultural educational contents and multicultural teaching efficacy was found to havea significant direct effect on teacher's multicultural education practices will. For date collection 250 copies for intercultural educational related variables scale were widely distributed targeting teachers at kindergartens and child care centers located in Seoul and GyeongGi-do 235 copies of the questionnaire were used in the analysis of this study. In conclusion, the variables, which were suggested in this study, namely, multicultural literacy, multicultural educational contents and multicultural teaching efficacy could be confirmed to have significant influence on early childhood teacher's attitude toward multicultural practices will. These results will be able to offer basic data to the specific and substantial understanding of early childhood teacher's multicultural practices will toward multicultural education and to the teacher curriculum for pre-and in-service teachers. In our society, cultural diversity and practicality become commonplace, multicultural education is able to maximize its effectiveness when conducted systematically from infancy. And Multicultural education desirable in order to confirm a commitment to multiculturalism, and the qualities of the subject of education, teachers are required. To this end, this paper did draw the following conclusions were drawn.

Multicultural education is increasingly vital for equity in different classrooms. This study examines intercultural education's pros and cons from teachers' and students' perspectives. This study used easy sampling to choose 200 individuals from Lahore, Punjab educational institutions. Multicultural education promotes cultural awareness, empathy, and respect in pupils, which can improve diversity. Multicultural education improves critical thinking, brainstorming, and problem-solving in the classroom. Multicultural education enabled teachers and students to understand and appreciate diverse cultures, faiths, and languages and challenge their assumptions to see the world from different perspectives. Multicultural education also fosters camaraderie in varied classrooms. Multicultural education improved student connections and classroom inclusion. The study also found that teachers feel unprepared to teach in diverse classrooms and lack the resources to effectively integrate multicultural education. Students also say intercultural education overloaded information access. Some also view intercultural education as useless and uncomfortable since it discusses sensitive themes like culture and identity. This research reveals intercultural education's benefits and drawbacks in creating equality in heterogeneous classrooms. Further, instructors need more assistance and training to promote and execute multicultural education in classrooms and offer students with appropriate materials and advice. Despite these limitations, suggested promoting and emphasizing varied teaching approaches in classrooms.

In the United States, the number of school-aged students from diverse backgrounds is increasing, yet, according to research, the majority of teachers and those in teacher education programs continue to be predominantly Caucasian, middle class and English monolingual speakers. Studies have shown that many of those entering the field of teaching have a lack of knowledge of the experiences, needs, and resources of culturally and linguistically diverse student populations. As such, teacher preparation programs have developed and required that pre-service teachers complete a multicultural education course. This study explored the effect a multicultural education course has on pre-service teachers' attitudes about the experiences, needs, and resources of culturally and linguistically diverse student populations as well as the value they place on multicultural education. Using anonymous pre and post test surveys, we began by examining the initial attitudes of pre-service teachers' prior to taking a multicultural education course. We then studied the extent to which their attitudes changed subsequent to the instruction. The findings showed pre-service teachers' attitudes improved as they developed an increased awareness of and appreciation toward other cultures. Even with this increased awareness and appreciation of students' diverse cultures, the pre-service teachers expressed a sense of being ill equipped to teach students from diverse backgrounds. This sentiment also included a fear of being rejected by parents of minority students. Based upon the findings, implications and recommendations for program and curriculum revisions are discussed.

This chapter focuses on cultural diversity, its conflicts, and its possibilities. Cultural diversity is the bringing together of individuals with different cultures. Immigrants bring cultural diversity to our country, communities, and classrooms. Conflicts are created in our country, communities and classrooms with the presence of cultural diversity. On the other hand, cultural diversity can boost the creative and innovative energy of a country, rejuvenate a lackluster community, and enable world-class education in the classroom. Young people are the future of our country and communities and minimizing the conflicts and promoting the possibilities that come with cultural diversity will not happen by itself. These young people must be educated for their future in a global community dominated by cultural diversity. Multicultural education provides what students need to be successful in the future. Preparing students for this future requires an education that is culturally sensitive and what might this culturally sensitive education look like and how might it be delivered? The knowledge and skills students need to successfully interact with diverse populations are the “what” and the practical experiences students receive by interaction and collaboration are the “how” multicultural education might be delivered. The what and the how of multicultural education are discussed in more detail in this chapter, but it is worthwhile to mention that the delivery mechanism for this multicultural education is the conceptual pedagogy in visual arts through project-based activities. Cultural diversity can be present in schools, but multicultural education is not promoted because of the lack of support from the community and the archaic systems and structures of the education enterprise can be a barrier to promoting multicultural education as well. The rationale for developing the pedagogical approach is not only to promote multicultural education directly but to encourage the community, as a stakeholder, to buy into the idea of multicultural education and to reimage the education enterprise systems making them responsive to the advancement of various tenets of multicultural education. If this pedagogical approach and strategy are successful, students will receive a multicultural education that enable them to be successful in the global community.

Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education

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

How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia’s largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals of multicultural education, and strategies to implement anti-racist strategies. Principal components analysis (PCA) of attitudes tease out the varied influence of opinion on multicultural education, diversity, and anti-racism. Classroom teachers are overwhelmingly supportive of cultural diversity, multicultural education and strategies to combat racism and discrimination, and these views hardly vary across the different geographic zones of the city, unlike attitudes within the general community. However, teacher knowledge about the implementation of multicultural policy does vary, and is positively associated with the extent of population diversity and socio-economic status (SES) of the communities surrounding the schools.

This research is a literature study related to Islamic multicultural education in Indonesia. Data collection was carried out through various sources that can be used in relation to the problems of Islamic multicultural education in Indonesia. In searching some literature using a search engine or maybe it is easier to index any type of document. For example, we use Google Scholar with a query containing Social Network clauses, of course the number of clauses will be generated with a list of related documents. The results show that education, whatever its form, must not lose its multicultural dimension, including religious and scientific education, because of the realities in life is essentially multidimensional. Likewise, humans themselves are essentially multidimensional creatures. Therefore, to overcome the existing humanitarian problems, there is no other way than to use a multidimensional approach. And, in it is multicultural education. Indonesia is a country that has ethnic diversity but has the same goal, namely towards a just, prosperous and prosperous society. Given this reality, it is important to develop multicultural education, which is an educational process that provides equal opportunities to all children of the nation regardless of treatment due to differences in ethnicity, culture and religion, which gives respect to diversity, and which gives equal rights to ethnic groups. minorities, in an effort to strengthen unity and integrity, national identity and the image of the nation in the eyes of the international community. In the case of multicultural education, schools must design the learning process, prepare curriculum and evaluation designs, and prepare teachers who have multicultural perceptions, attitudes and behaviors, so that they become parts that make a positive contribution to the development of multicultural attitudes of their students.

PurposeThis article seeks to unpack multicultural education in Moroccan teacher education by: (1) examining teachers’ conceptualization of multicultural education, (2) scrutinizing how cultural diversity is addressed within English as a Foreign Language (EFL) teachers’ teaching instructions and practices and (3) probing into the main philosophical underpinnings that may hinder their teaching practices in ways that do not promote social justice and equity in teacher education.Design/methodology/approachThis study was conducted using a qualitative research methodology through email interviews with EFL teachers to examine their assumptions and practices of intercultural education. Qualitative research is particularly well-suited for exploring context-dependent phenomena, as it allows for a rich, detailed understanding of participants’ perspectives and experiences (Creswell and Creswell, 2018).FindingsThe findings of the present paper reveal that although the field is deemed to promote global justice, diversity and inclusivity in language teaching classrooms, its perspectives and practices remain widely influenced by Western educational policies and ideologies. The paper further argues for more critical engagements with multicultural education in non-Western contexts whose educational programmes and orientations might stay modelled by Western educational pedagogies. Data also point to a range of complexities and dynamics underpinning Moroccan teachers’ practices of multicultural education.Research limitations/implicationsOne of the limitations is the participants' late responses to online interview prompts.Practical implicationsThe paper offers practical implications for language teacher education. These include (1) encouraging language educators to adjust and adapt their teaching philosophies and practices to their contexts and conditions and (2) alerting them to the mainstream educational principles that may not account for the cultural and linguistic diversities of southern classrooms.Social implicationsThe paper’s social implications reside in promoting social justice, equity and diversity within language teacher education.Originality/valueThis is the first research to address Moroccan teachers’ perceptions and practices of multicultural education.