Multicultural Education Content Research Articles

POTENSI KULTUR SEKOLAH DALAM PENGINTEGRASIAN KONTEN PENDIDIKAN MULTIKULTURAL DI SEKOLAH MENEGAH ATAS NEGERI 3 DENPASAR

Multicultural education is an education that respects the differences of various cultural groups. At SMA Negeri 3 Denpasar there are various students. Therefore, multicultural education is important to implement. This is because there are still various cases of violence and bullying that occur, especially in SMA Negeri 3 Denpasar. So it is important for schools to apply the values ​​of multicultural education to strengthen school culture. The problems discussed in this study are (1) How is the potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar, (2) How is the empowerment of school culture potential in integrating multicultural education content at SMA Negeri 3 Denpasar. The theory used in this research is the theory of multicultural education and the theory of social learning. Data collection methods used are non-participant observation, structured interviews, literature study and document study. The data that has been obtained were analyzed by qualitative descriptive analysis method.
 The results showed that (1) The potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar can be seen in the school climate, intellectual climate, rules and policies, traditions and routines, school organizational structure, effective partnering and character norms. (2) Empowering the potential of school culture in integrating multicultural educational content at SMA Negeri 3 Denpasar can be done by means of communication interactions, creating a clean and conducive environment, making extracurricular activities, making competition activities, providing classrooms and libraries as places for learning and reading, providing warnings or sanctions for students who violate school rules, carrying out prayers, mutual cooperation activities and providing trash bins, holding the election of the student council president and class apparatus and holding committee meetings, obeying norms and mutual respect and respect among school members.

Multicultural Aspects in The Curriculum of Catholic Religious Education in First Middle School

This research was motivated by the declaration of the year of religious tolerance in 2022. Of course, this tolerant attitude must be supported by the multicultural education that students receive. For this reason, it is necessary to examine whether there is a multicultural education content in Catholic Religion subjects taught in Junior High Schools. By reviewing the 2013 National Curriculum and conducting in-depth interviews with related parties according to qualitative methods. Finally, a surprising finding was found. It turns out that as long as students study Catholicism in Junior High School, they have learned 14 chapters of multicultural education from 29 chapters of learning and as many as 49 basic competencies out of 116 basic competencies that must be mastered by students. This means that Catholic students, when they graduate from junior high school, already have adequate provisions to living tolerantly with a multicultural society. It was also found that this multicultural content was in line with the core teaching of the Catholic religion. The conclusion of this study is that the declaration of the year of tolerance by the government in terms of teaching the Catholic religion has a fairly adequate basis

Содержание поликультурного образования студентов вузов культуры и искусств

The article deals with the problems of multicultural education of students of universities of culture and arts in the conditions of the modern socio-cultural situation. The purpose of the study is focused on substantiating the main directions for the development of the content of multicultural education in the context of training specialists in the arts in an educational environment that promotes interethnic interaction, the desire to understand other ethnic cultures. As a result of solving the problems of implementing multicultural education in a university as a universal phenomenon, its influence on the processes of global intercultural, interethnic dialogue is determined, its impact on the personal qualities of students that contribute to educational, communicative, creative and research activities is substantiated; substantiated the principles and content of the course "Polycultural education of students of universities of culture and arts", which has an interdisciplinary character.

TO THE PROBLEM OF POLYCULTURAL EDUCATION AT THE UNIVERSITY

The article is devoted to the study of the problem of multicultural education, where not all aspects have received the necessary degree of scientific substantiation, which is reflected in the terminological and conceptual apparatus. Studying the history of the issue allows us to speak about the relevance and complexity of the stated problem. The authors of the article cited six main positions that reveal the complexity of the question posed by scientists from different countries. The results of the study and the questioning of respondents demonstrated the relevance of the formation of special knowledge in the framework of multicultural education, which is necessary for conducting professional activities, taking into account the peculiarities of the socio-cultural situation. Students are required to know the modern problems of multicultural education, the history of the emergence and formation of the ideas of multicultural education. Comparison and generalization methods allowed the authors of this article to determine the range of problems of modern multicultural education as a means of developing ethnocultural and professional competence. The results of the survey of respondents on the definition of tasks and the content of multicultural education are given. On the basis of these results, formed through sociological surveys, directions and conceptual provisions of the ideas of multicultural education are proposed. The practical significance of the study is aimed at the formation of the sum of competencies for the implementation of professional activities in a multicultural environment.

Multiculturalism as a pedagogical category of integrative-modular approach in education

The article is devoted to the study of problems of multicultural education, where not all aspects have received the necessary degree of scientific validity, which is reflected in the terminological and conceptual apparatus. The study of the history of the issue allows us to talk about the relevance and complexity of the stated problem. The authors of the article cited six main positions, revealing the complexity of the problem posed by scientists from different countries. And they unanimously agree that the main goal is to provide quality education at all levels to every member of the society. The results of the research and the questioning of the respondents determined the relevance of multicultural knowledge, which is necessary for conducting professional activities in a multicultural environment, taking into account the peculiarities of the socio-cultural situation of development. The students are obliged to know the modern problems of multicultural education, the history of the emergence and formation of the ideas of multicultural education. Methods of comparison and generalization allowed the authors of this article to determine the range of problems of modern multicultural education, which is considered as a means of development of ethnocultural and professional competence. In addition, the results of the respondents' questionnaire on the definition of the tasks and content of multicultural education are given. On the basis of these results, formed by conducting sociological surveys, the directions and conceptual provisions of the ideas of multicultural education in pedagogical science are proposed. The practical significance of the study is aimed at forming the sum of competencies for carrying out professional activities in a multicultural environment.

Nilai-Nilai Pendidikan Multikultural dalam Buku Teks di Sekolah Dasar Kelas Atas

The value of multicultural education is very important to be taught to students not least at the elementary level unit education. This research will discuss the values of multicultural education in the texts in thematic textbooks at the elementary school level. This type of research uses library techniques with the object under study in the form of a textbook for elementary school students, and the class chosen in the textbook is class III-VI. In analyzing texts, researchers used qualitative research techniques and to obtain data researchers used reading and note-taking techniques. Besides the sampling technique or sampling is also taken by researchers so that the application is more directed at the data source in accordance with the problem. Content analysis techniques are also used to facilitate researchers in systematically organizing data collection. In the first data collection technique the researcher gave a signal to the data that wanted to be analyzed. Then the researcher categorizes the data according to the study, then an analysis is carried out by interpreting the categorized data. The results obtained in this analysis are Class III Integrated Thematic Textbooks VI has included multicultural education values such as educational values: tolerance, national spirit, love of the motherland or culture have been reflected in the texts presented in teaching materials. The quality of the content of multicultural education integrated in textbooks is adequate, although not all multicultural dimensions are well covered

Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions

Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.

ЦІННІСНІ ОРІЄНТАЦІЇ МАЙБУТНЬОГО ВИКЛАДАЧА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

У статті обґрунтовано актуальність проблеми ціннісних орієнтацій майбутнього викладача закладу вищої освіти. Визначено сутність понять «цінності» та «ціннісні орієнтації». З’ясовано, що цінності складають основу ціннісних орієнтацій індивіда. У науковій літературі розрізняють матеріальні, суспільно-політичні, духовні цінності; позитивні і негативні цінності; цінності особистості, соціальних та професійних груп, національні, загальнолюдські цінності. Серед цінностей людського буття і культури при всьому розмаїтті найчастіше виділяють лише декілька, як правило, основних: людина, життя, добро, краса, істина, свобода тощо. Розкрито психолого-педагогічний аспект ціннісних орієнтацій. У публікації наголошується на тому, що дослідження передбачає лише вивчення змісту ціннісних орієнтацій майбутнього викладача закладу вищої освіти, але не виключається можливість змін у системі ціннісних орієнтацій майбутнього викладача під впливом організованого нами процесу формування та розвитку полікультурної компетентності.Описано методику визначення рівня ціннісних орієнтацій. Для цього використано методику «Ціннісні орієнтації» Мілтона Рокича (Milton Rokeach), який розрізняє два класи цінностей: термінальні та інструментальні. Здійснений якісний і кількісний аналіз системи ціннісних орієнтацій майбутнього викладача до та після реалізації чотирьох етапів формування полікультурної компетентності засвідчив ефективність розробленого та запропонованого нами змісту полікультурної освіти.

Multicultural Education in Interlanguage English Textbooks for Senior High School Students in Maroangin

This study aims: (1) to describe and explain the multicultural education content in Interlanguage English textbooks of senior high school level, and (2) to describe and explain the quality of the multicultural education content in Interlanguage English textbooks of senior high school level. The form of this research was descriptive qualitative. The data sources in this study were Interlanguage English textbooks of senior high school in Maroangin and informants, namely the authors of the books analyzed. Data collection techniques using content analysis techniques, questionnaires, and in-depth interviews. Test the validity of the data with the theory and source triangulation techniques, while data analysis used interactive analysis techniques. Based on the results of the study it can be concluded that: (1) the contents of multicultural education in the analyzed Interlanguage English textbooks do not fully contain the dimensions of multicultural education. This was evident from the five dimensions that should have existed only three dimensions were raised, namely the dimensions of material integration, the dimension of reducing prejudice, as well as the dimensions of strengthening school culture and social structure. Whereas the other two dimensions, namely the dimension of knowledge construction and the dimension of adjustment of learning methods were not found in the textbook; (2) the quality of multicultural education content in the lessons is still very inadequate. This is because not all multicultural dimensions are integrated into the textbook.

Critical multicultural education and preservice teachers’ multicultural attitudes

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

PENDIDIKAN MULTIKULTURAL DI PONDOK PESANTREN SYI’AH (STUDI KASUS DI PONDOK PESANTREN DARUT TAQRIB JEPARA)

Shi’ah as a minority sect in Islam tends to be perceived negatively by majority group. However, sign of enmity between Sunnis and Shiites are never seen in Jepara. As one of the territory in Indonesia, Jepara is different from other areas that have been attacked by conflicts such as Sampang, Bangil, or Pekalongan. Sunni-Syhiites harmony in Jepara is certaintly not separated from the important role of da'wah and Islamic education conducted by Darut Taqrib Islamic Boarding School, Krapyak Jepara. This research intends to deepen the multicultural education practices conducted by the minority of Shiites in Jepara by taking the background in Shiites Boarding School Darut Taqrib. As the only institution of Shiite boarding school, Darut Taqrib always instills tolerance and multicultural values. Research data collection uses qualitative descriptive method with case study approach. The researcher attempt to collect data on the content of multicultural education, take the meaning, and understand it. The result of data analysis indicates that the existing multicultural education practice in Darut Taqrib are three kinds, open forum of tabayyun, harmonization of inclusive social interaction, and fostering of nationalism spirit among students.

MULTICULTURAL EDUCATION AS A MEANS OF SOLVING INTER-CULTURAL RISKS: PRO ET CONTRA

The article researches the essence and content of multicultural pedagogical paradigms common in the world practice. Thus, J. Benx's pedagogical model is understood as a continuous process that requires long-term investments of time and effort, as well as carefully planned actions and monitoring. L. Frazierer's pedagogical concept is aimed at the development of cultural diversity through the introduction of specially designed methodological materials into the educational practices and a special procedure of this material submission. U. Hunter offers multicultural education through the establishment of structural educational priorities, in which the emphasis is shifted towards cultural pluralism and the maintenance of the cultural heritage of disappearing ethnic groups. In the concept of B. Parekh, the content of pedagogical multicultural practices, first of all, is freedom in the study of other cultures, acquainting students with different models of historic knowledge through the use of the entire world cultural heritage. The content of multicultural education for K. Grant is the approval and popularization of an alternative lifestyle for all people on the basis of equality of education and ensuring the availability of knowledge of all cultural diversity. B. Sizemor under multicultural education understands the assimilation of knowledge about various groups and organizations that counteract the oppression and exploitation by studying the realities and ideas which result from their work. S. Nieto considers multicultural education as the pedagogical process aimed at counteracting all forms of discrimination, deepening of interpersonal contacts between pupils and students, spreading the principles of democracy and social justice in the pedagogical process.From the socio-philosophical standpoint, the analysis of the prospects of introducing elements of multicultural pedagogical models into the domestic educational space of the educational institutions as an instrument of tolerance of intercultural relations between Ukraine and Poland is conducted.The problem of the emergence of intercultural contradictions in the context of the existence of the historical memory of separate individuals and the nation as a source of conflict is considered. The priority directions of practical implementation of elements of multicultural pedagogy in the sphere of education, family, church, activity of cultural and educational centers, public associations, mass media with the aim of establishing intercultural dialogue and tolerance of relations between bearers of different cultural traditions are determined.

РОЛЬ ПОЛІКУЛЬТУРНИХ ЄВРОПЕЙСЬКИХ ТРАДИЦІЙ У РЕФОРМУВАННІ ПЕДАГОГІЧНОЇ ОСВІТИ РЕСПУБЛІКИ ПОЛЬЩА

The content of multicultural education, specifics of its implementation in the educational environment of Poland has been analyzed in the article. As have been proved by experience of developed countries, including Poland, the needs of modern educational practices give rise to the need for training of a multicultural teacher who conduce to the preparation of young generation to be ready to live and act in an open civilizational cultural environment.The basic provisions of European Union documents on intercultural and multicultural education are analyzed.The article deals with the pedagogical research Polish scientists, which address the problem of cultural education. Research of Polish scientists relies on significant achievements of Polish science teaching and practice to implement cultural approach to education. Solving the problems of multicultural education in Poland contributes to a clear distinction between multicultural and intercultural education, the definition in law concepts of national minorities, ethnic groups, etc.The study of multicultural and intercultural education in Poland aimed to solve the internal problems of the Polish education and to address problems related to European integration, a sense of belonging to the European community, which is certainly a positive and significant value to the Polish society. However, the processes of European integration actualize finding ways to preserve their identity, culture and traditions of the Polish people.

Multicultural Education Practices at Religiously-Based Schools in Malang

This study began with an assumption that multicultural education model is practiced in schools in a very limited scope. Therefore, through the subject of PPKN (Civics Education) in schools, multicultural education can be developed. In addition, the school as a laboratory of diversity at the scope of educational institutions is an important medium in the discourse of multicultural education. As a conceptual formulation that was built through the 2013curriculum, the instructional model of Civics education-based on multiculturalism was found to be able to stimulate students’ character building in a more effective, quick and strategic manner. The school, in addition to being an important laboratory of diversity, should also provide multicultural instruction in Civics education with the materials that aid the vision of Civics education instruction with a content of multicultural education in a productive, creative, innovative, and affective way as well as having an effect on the students so as to contribute to the social, civic life and more importantly to the process of building the character and attitude of tolerance among students in schools. Through multicultural education in schools, students learn to accept and understand the cultural differences that affect the differences in usage (how people behave); folkways (habits in the community), mores (code of conduct in the community), and customs (tradition of a community). With multicultural education, learners will be able to accept differences, criticism, and have a sense of empathy, tolerance for others regardless of class, status, gender, ehnic, religion and academic skills.

NỘI DUNG GIÁO DỤC ĐA VĂN HÓA CHO SINH VIÊN CÁC TRƯỜNG ĐẠI HỌC TRONG BỐI CẢNH HỘI NHẬP VÀ TOÀN CẦU HÓA

NỘI DUNG GIÁO DỤC ĐA VĂN HÓA CHO SINH VIÊN CÁC TRƯỜNG ĐẠI HỌC TRONG BỐI CẢNH HỘI NHẬP VÀ TOÀN CẦU HÓA

Teachers’ perceptions of appropriate multicultural education content areas for young children

Teachers’ perceptions of appropriate multicultural education content areas for young children

다문화 교육과정에 관한 대학생 인식

The purpose of this study was to investigate the understanding of a multicultural education curriculum(educational goals, contents, methodology, subjects, problems, and revitalization) by college students and its process, to provide base materials to be used in revitalizing an efficient multicultural education. The subjects were 750 college students located in Jeonbuk province. In this statistical analysis, SPSS 12.0 program was used to conduct frequency analysis, credibility analysis, <TEX>$X^2$</TEX> test, t-test, one-way ANOVA, and Duncan' multiple comparison. For the educational goals of multicultural education, most people responded it was "to positively experience cultural diversity and commonality." As for methodology, the paper found that there were two elements, namely, consolidation form and specific form; there were no differences between responses given by different genders, but differences were observed among different grade levels and majors. Looking at the content of multicultural education, emphasis was given to the equality of different cultures. Multicultural education was taught most frequently in Home Economics Education. In conclusion, by focusing on university students, the paper looked at the awareness of multicultural the necessity of multicultural education, and the awareness of the multicultural education process. Above all, in terms of home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education.