Cultural Diversity Education Research Articles

Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools

Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teachers experience a plethora of challenges in teaching CLD learners. The findings show that culturally responsive practices, collaboration with relevant stakeholders and seeking professional development opportunities may advance the productive engagement of CLD learners in secondary schools. Practical implications Pre-service and in-service teachers should be conscientious about CLD teaching and learning through professional development. Teachers should be trained and retrained to accommodate CLD learners. Originality/value This study highlights significant aspects that hinder the inclusion of CLD learners and encourages the Department of Higher Education (tertiary institutions) and the Department of Basic Education Curriculum Developers to reconsider aspects of CLD in curriculum planning.

Human rights in education implication schema based on the study of the UN Economic and Social Council’s 2030 agenda

Human rights in education are an essential area that needs to be the highest priority for improving almost the entire world, especially for the 2030 agenda. This research analyzed the human rights in education values inside the UN Economic and Social Council’s declaration goal 4 of the official document entitled “Building back better from the coronavirus disease (COVID-19) while advancing the full implementation of the 2030 Agenda for Sustainable Development”. The data are analyzed through a critical discourse approach in qualitative design and discourse organization analysis method. There are nine main human rights in education found inside the declaration including ensuring and protecting education equality, education, and learning development acceleration, preparing and providing sufficient education funding, cultural diversity in education, providing a safe environment for physical and mental health, providing safe, modern and convenient infrastructure and teaching-learning facilities, gender equality in education, internet literacy in education, involving every country as to the world’s global meeting and cooperation of education. The focus of improvement on human rights in education is concluded to be dynamic, which is influenced by economic, welfare, politics, IT, and other integral aspects of development and depends on the world’s and a country’s needs and future desire.

Study on Analysing the Student Perspectives on Cultural and Social Diversity in Education

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

Study on Analysing the Student Perspectives on Cultural and Social Diversity in Education

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

Exploring the implicit meanings of 'cultural diversity': a critical conceptual analysis of commonly used approaches in medical education.

Existing approaches to cultural diversity in medical education may be implicitly based on different conceptualisations of culture. Research has demonstrated that such interpretations matter to practices and people concerned. We therefore sought to identify the different conceptualisations espoused by these approaches and investigated their implications for education. We critically reviewed 52 articles from eight top medical education journals and subjected these to a conceptual analysis. Via open coding, we looked for references to approaches, their objectives, implicit notions of culture, and to implementation practices. We iteratively developed themes from the collected findings. We identified several approaches to cultural diversity teaching that used four different ways to conceptualise cultural diversity: culture as 'fixed patient characteristic', as 'multiple fixed characteristics', as 'dynamic outcome impacting social interactions', and as 'power dynamics'. We discussed the assumptions underlying these different notions, and reflected upon limitations and implications for educational practice. The notion of 'cultural diversity' challenges learners' communication skills, touches upon inherent inequalities and impacts how the field constructs knowledge. This study adds insights into how inherent inequalities in biomedical knowledge construction are rooted in methodological, ontological, and epistemological principles. Although these insights carry laborious implications for educational implementation, educators can learn from first initiatives, such as: standardly include information on patients' multiple identities and lived experiences in case descriptions, stimulate more reflection on teachers' and students' own values and hierarchical position, acknowledge Western epistemological hegemony, explicitly include literature from diverse sources, and monitor diversity-integrated topics in the curriculum.

Embracing Global Voices: An Exploration of Thai Teachers’ Attitudes and Practices on Culturally Diverse ELT Materials in a Northern Thai University

In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.

초등영어 교육과정 및 수업에서 문화 간 화자를 위한 문화다양성교육의 방향

The purpose of this study is to suggest the basic deliberation on policy and implementation of cultural diversity education for intercultural speakers in English classes. To achieve the purpose, the 2022 revised English National Curriculum was analysed in terms of cultural diversity education. The findings are as follows: (1) Intercultural communicative competence for intercultural speakers wasn't specified in the characters and the goals of the curriculum. (2) The value, norm, belief, and cultural custom of cultural diversity were not presented in the teaching materials. (3) Accomplishment standards were not established transparently in the aspect of cultural diversity. (4) Teaching-learning methods and classroom activities were not specified for learners to get high motivation and involvement in classes. (5) Scope and sequence were not considered based on grade clusters in terms of education for cultural diversity. From the findings, it was suggested that direction on policy and implementation of cultural diversity education needs to be established based on content and structural design for intercultural speakers to systematically and effectively improve their competence on cultural diversity in primary English classes.

Cultural Diversity Education in “Islam and Religious Moderation” Courses: Case Study in Islamic Higher Education

Cultural Diversity Education in “Islam and Religious Moderation” Courses: Case Study in Islamic Higher Education

Multicultural Education in the Perspective of Islamic Education Philosophy

This paper explains that multicultural education emphasizes the importance of respecting and understanding cultural diversity in education. In the context of Islamic education philosophy, multicultural education has a deep relevance and is in line with the basic principles of Islam that emphasize equality, justice, and equality among all humans regardless of race, ethnicity, or cultural background. Islam encourages its people to know and understand each other, in accordance with Allah's words in the Qur'an letter Al-Hujurat verse 13 which mentions the importance of knowing each other. Therefore, multicultural education in the Islamic perspective is not only a necessity in a plural society, but also part of the practice and demands of religion. The multicultural approach in Islamic education helps enrich students' understanding of diversity and teaches them to be tolerant and respectful of differences. Through this education, it is hoped that a harmonious, peaceful and respectful society can be realized in the midst of cultural and religious diversity
 Keywords: Multicultural Education, Islamic Education Philosophy, Education

J지역 교육청의 다문화교육정책 내용분석에 관한 연구

This study aimed to identify the nature of the multicultural education policy of J Regional Education Office, currently in operation, and sought practical approaches suitable for the multicultural education field in the future. To achieve this, the study examined the six key initiatives of J Regional Education Office's multicultural education policy. These six initiatives were categorized and analyzed, integrating them into three areas: tailored education support for multicultural students, cultural diversity education, and support systems for multicultural education in the practical implementation process of the multicultural education field. The analysis of J Regional Education Office's multicultural education policy integration revealed that the "Tailored Education Support for Multicultural Students" policy exhibited a conservative nature, the "Cultural Diversity Education" policy displayed an accommodating nature, and the "Support Systems for Multicultural Education" policy demonstrated a change and reform-oriented nature. In total, there were four conservative, three accommodating, and three change and reform-oriented initiatives. While J Regional Education Office's multicultural education policy encompassed elements of conservatism, accommodation, and change and reform, it generally emphasized conservatism, and the change and reform aspects often remained more formal than substantive. Additionally, within the actual school curricula, there were explicit guidelines such as multicultural understanding, equality, mutual understanding, and respect, but specific policies were lacking. The absence of inter-agency connections related to multicultural affairs led to issues of policy overlap. To establish a multicultural society in South Korea, there is a need for the development of practical, concrete, and change-oriented multicultural education policies in the education sector. Moreover, there is a necessity to establish a systematic inter-agency connection.

Integrating postcolonial perspectives in the Community Cultural Wealth Model: a qualitative framework for educational research in South-South migration

Nowadays, it is commonly recognized that educational researchers are challenged to address the cumulatively interwoven pathways where critical theories must become complementary and responsive to developing complex research design (e.g., Critical Race Theory). Postcolonial theories, in this sense, have longed enriched a criticality committed to the deconstruction of Western ways of knowing by interrogating and dislocating mainstream notions of science, modernity, and identity. Still, it seems necessary to engage in a discussion about how it would be possible to carry out research with a post-colonial perspective on current identity formation scenarios strongly marked by new pathways of social mobility in the Global South. This paper focuses on two contributions to postcolonial thought: 1) multiplicity, 2) and concrete study analysis. In it, the authors seek to share their experience designing a complementary qualitative framework underpinned by these terms that serve to translate and contextualize the model of Community Cultural Wealth (Yosso, 2005) as applied to developing global education research about immigrant students and their emerging educational pathways in relatively new pathways of social mobility in South America. By drawing on lessons learned from the ongoing research built on the testimonios of Latin American students and their mothers in the northern region of Chile, the authors share analytical strategies that deploy post-colonial perspectives to complement the content and narrative analysis normally deployed in ethnographic educational methods. Finally, this paper contributes to the ongoing discussion about fractures, expansions, and openings within post-critical educational investigations regarding methodological aspects; postcolonial thought contributes to the reinvention of new ways of thinking about cultural diversity in education.

An ethnographic investigation of medical students’ cultural competence development in clinical placements

As a result of an increased understanding of culture’s impact on health and healthcare, cultural competence and diversity curricula have been incorporated into many medical programs. However, little is known about how students develop their cultural competence during their training. This ethnographic case study combined participant observation with interviews and focus group to understand students’ views and experiences in developing their cultural competence during clinical placements. The results show that students’ development of cultural competence is an individually varied process via four distinctive yet interrelated learning avenues. Immersion in a diverse healthcare environment contributes to students’ development of cultural awareness and knowledge. Observation of culturally appropriate or inappropriate practices allows students to enhance their practical skills and critical reflection. Interaction with other clinical professionals, patients, and their family members, enables students’ engagement within the busy clinical practice. Reflection helps students to actively think about culture’s impact on health and internalize the importance of cultural competence. Students’ learning via each avenue is interrelated and constantly interacting with their learning environment, which collectively contributes to their development. Integrating the results allowed the authors to generate a theoretical model that conceptualizes medical students’ cultural competence development in clinical placements, which unearths students’ cultural learning within the informal and hidden curriculum. This study provides a rare view of students’ development of cultural competence in clinical placements, which may inform the pedagogic development of cultural competence and diversity education in medicine and healthcare.

71 Infusing Animal Science Curricula with Cultural Intelligence

Abstract Increasingly, universities across the United States are expecting their undergraduate programs to meet, not only, discipline-specific, knowledge content learning outcomes, but also, soft skills and general education objectives, as well. It is not unusual today that outcomes about diversity, equity and inclusion (DEI) are found in either or both program-level and general education learning objectives, including capstone courses. Cultural intelligence is an effective approach to accomplish DEI goals. The purpose of the presentation is two-fold: (1) to discuss the empirical evidence about increasing cultural intelligence in academic programs outside of animal science and (2) the transference of that work into animal science. Curricula to foster cultural intelligence among students includes focusing on deep cultural awareness (implicit biases, privileges and prejudices), diversity education (guest speakers, textbooks, documentaries), and high-impact educational experiences. One of the best strategies is ensuring that all courses are taught by culturally intelligent educators. Increasing a single aspect of cultural intelligence, particularly cultural awareness, improves the environment for students from underrepresented populations which leads to better retention and graduation rates. Five teaching modules with multiple lessons within each, were developed, based on a five-level, progressive model of cultural intelligence, beginning with cultural awareness and ending with cultural proficiency, to infuse into animal science curricula. The first module comprises a basic understanding of cultural concepts and recognizing cultural implications of behavior. The second module comprises elements of culture and their impact on human behavior, including animal care. The third module comprises an integration of cultural knowledge. The fourth module involves social and economic contexts. The fifth module involves negotiating across culture and an intrinsic desire for inclusivity. The presentation will be interactive: the lessons will be demonstrated; assessments developed shared; and the faculty and graduate teaching assistant training sessions experienced. Today’s employment-ready graduates must be culturally intelligent to be able to think critically and solve complex problems in an increasingly diverse and global workplace.

PENDEKATAN PENDIDIKAN MULTIKULTURAL SEBAGAI RESOLUSI KONFLIK DI INDONESIA

Indonesia is a very large country with cultural diversity from east to west. The right intermediary or media to communicate learning in the form of Pancasila values and the principles of state and nation life is education, especially multicultural education. The purpose of this research is to find out which approach to multicultural education is suitable to be applied in Indonesia. This research uses a qualitative approach with library research, but the data analysis method used is content analysis. Multicultural education can be defined as cultural diversity education that responds to demographic and cultural changes within a particular community or the world as a whole. There are many types of multicultural conflicts in Indonesia: individual conflicts, social conflicts, racial conflicts, religious conflicts, family conflicts, and cultural conflicts. Other ways to resolve disputes include: the victory of one party over another, compromise between the warring parties, reconciliation between the warring parties, forgiving the other party from one side, conflict-free agreements. Multicultural education in Indonesia is more appropriate and suitable to be used as an educational approach. To implement multicultural education, several approaches can be used in the implementation process, namely the contribution approach, additive approach, transformation approach, and social action approach. This approach is applied by integrating the values of multicultural education in learning materials and in school culture.

Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.

A discourse analysis of General Medical Council (GMC) guidelines for the inclusion of cultural diversity issues in medical education and practice

Background Several studies have highlighted the insufficient inclusion of cultural diversity in medical schools’ curricula and the extent of health inequalities highlighted by the COVID-19 pandemic. This study aimed to critically review a range of GMC publications to identify the inclusion of cultural diversity topics in their guidelines, as according to recent studies, doctors are inadequately prepared to serve a diverse population. Methods Twenty-four relevant GMC publications were analysed. An inductive thematic analysis was conducted to review the content of the guidelines; and discourse analysis was used to critically understand the linguistics used whilst also considering the cultural and social context. Results The GMC publications primarily focused on discouraging discrimination and promoting equality. Themes around diversity in medical practice were less commonly covered. There was considerable internal inconsistency across the guidelines. Guidelines aimed at medical schools and medical students were more likely to consider cultural diversity issues compared to those intended for doctors. Conclusions Cultural diversity teaching can only be as effective as the policy that drives it. Despite the inclusion of cultural diversity issues in GMC guidelines, this study suggests considerable ambiguity in how these issues are represented and understood. The guidelines require careful revision and should be written to reduce the likelihood of variable interpretation, thereby promoting better cultural diversity inclusion in medical schools’ curricula, and consequently better patient care.

Life Skills for Primary and Secondary School Children: Development of a Multilingual, Inclusive Education Program

The presented paper combines applied research and development in the field of cultural diversity and inclusive education. It addresses the improvement of primary and secondary school children's transversal skills through a specific personal development teaching and learning program and presents an ongoing study as an accompanying action-based research element. In a first step, the theoretical international frameworks for life skills and inclusive education programs are discussed and combined with the claim for lifelong learning and the need for making pre-existing competencies visible. The presented personal development program tackles individual learning processes and transversal skills and shifts the teaching and learning culture towards child-oriented and cooperative learning. This shift can bear challenges for teacher trainers, teachers, students, and the entire educational system as belief systems, traditions, standard teaching practices, and the individual child's view are under change. In a second step, the development of the inclusive personal development program is discussed, focusing on the participatory process and stakeholders of the three partner countries Kosovo, North-Macedonia, and the Republic of Moldova. Alignment to curricula, integration into curricula, development of teaching and learning material, and training programs are presented as relevant issues and stepstones. The personal development teaching and learning material for grades one to nine is explained as an open-source material in different languages. In a third step, the ongoing action-based research study is presented and discussed, highlighting the first results and consequences for the development of teaching and learning materials and training programs.

Development of Child Care Cultural Diversity Education Program Based on Nuri Curriculum: Use of Culturally Responsive Teaching

목적 본 연구의 목적은 문화적 반응 교수법을 활용하여 누리과정을 기초로 5세 어린이집 다문화교육 프로그램을 개발하여 실행함으로써 그 효과를 검증하는데 있다. 방법 프로그램을 개발하기 위하여 우선 누리과정 분석 및 다문화교육 프로그램 관련 문헌조사/분석 및 실제사례연구. 누리과정의 준거 및 요소 등에 대한 문헌 분석이 이루어졌다. 이를 근거로 계획-실행-평가로 이어지는 누리과정 연계 문화 반응적 다문화교육의 구조적 틀을 마련하여 총 3 주제의 누리과정 연계 다문화 프로그램을 개발하였고 개발한 프로그램 내용에 관하여 전문가 협의회 및 교사자문을 받아 프로그램의 목적, 목표, 교사활동안, 평가, 성찰 등의 프로그램을 확정하였다. 결과 개발된 프로그램의 누리과정 연계 주제는 ‘즐거운 어린이집, 소중한 가족, 우리 동네’ 이다. 프로그램의 효과를 검증하기 위하여 총 200명의 만 5세 유아들을 대상으로 실험집단에서는 3개월간 문화 반응적 다문화 프로그램을 실시하였고 비교집단 유아들은 기존 누리과정을 운영하였다. 유아의 다문화 수용성과 다문화인식에 대한 사전 사후 검사가 이루어졌다. 효능검증의 결과는 실험집단의 경우 다문화 인식에서 통계적으로 유의한 차이를 보였으며 인식수준이 높아진 것으로 나타났다. 다문화 수용성에서도 비교집단은 통계적으로 유의한 차이가 없었던 반면, 실험집단의 유아들은 다문화 수용성이 증가한 것으로 나타났다. 결론 누리과정과 연계하여 개발된 프로그램은 다문화 유아들뿐 아니라 전체 유아들에게도 적용할 수 있으며 인종적 차이뿐 아니라 문화의 다양성에 대한 인식과 태도를 증진시키는데 도움이 될 수 있는 것으로 보인다.

A Study on Practice of Cultural Diversity Education in Art Education

A Study on Practice of Cultural Diversity Education in Art Education