Dimensions Of Multicultural Education Research Articles

Implementation of Ethnopedagogy Through Tabak Educative Traditional Games for Multicultural Value Reinforcement

This study explores the use of traditional Tabak games to reinforce multicultural values in Public Elementary School 14, Pontianak City. Utilizing a survey method, the research involved the Pontianak community, teachers, and students from the school. Data collection methods included participant observation, comprehensive interviews, and documentation, with data analysis conducted through an interactive approach. The findings reveal that students favor thematic lessons, particularly history education, when taught using traditional Tabak games. This is evidenced by 90.71 percent of students responding positively to questions about this learning method. The traditional Tabak games embody values such as democracy, education, social skills, personality, courage, unity, and morals. Additionally, the implementation of learning based on local wisdom through traditional educational Tabak games showed an 86.79 percent effectiveness in strengthening multicultural values. This approach provides teachers with an alternative method for creating imaginative and enjoyable educational activities suitable for elementary students. It introduces multicultural values through five dimensions of multicultural education: content integration, knowledge construction, prejudice reduction, and the empowerment of school culture and social structures.

Unveiling the Impact of Education and Multicultural Personality on the Well-being of Generation Z in Schools

In terms of aspects of students' school well-being, this paper will address multicultural education, dimensions of multicultural education, aspects of multicultural personality, school well-being, and the psychological dynamics of education and multicultural personality. This research utilized the Systematic Literature Review (SLR) method to identify, review, and interpret relevant articles on multicultural education and personality in Gen Z school well-being, focusing on a broad scope. From the given description, it can be inferred that multicultural education and personality in school well-being for Generation Z can be examined through two dimensions: social relations (loving aspect) and self-fulfillment (being aspect). Additionally, the research highlights the importance of inclusivity and diversity in educational practices, as they contribute significantly to students' sense of belonging and psychological comfort. Meanwhile, in multicultural education, it is imperative to consider both the school environment and the health state of children to fully meet their well-being in implementing multicultural education and fostering their individuality inside schools. This study also underscores the necessity of culturally responsive teaching methods and the role of educators in creating a supportive learning environment that recognizes and values individual differences. By doing so, schools can better support the holistic development of students, ensuring they thrive both academically and personally.

"The things I see from here, you don’t see from there": Promoting multicultural awareness in a diverse society by intercultural encounters in two museum spaces

Encounters with artworks in museum spaces are interactive processes that interweave physical, personal, and sociocultural contexts. This qualitative case study addresses an additional context – a multicultural one – in examining the impact of two contemporary art museum spaces associated with different cultures on the emerging awareness of multiculturalism in intercultural encounters. The study examines a “Multicultural Museum Dialogue” course attended by Palestinian-Arab and Jewish-Israeli undergraduate students of art and art education in college in Israel. Trained in co-teaching bilingual instruction, the college students led Palestinian-Arab and Isreli-Jewish high school youth in artwork encounters at the Herzliya Museum of Contemporary Art (Jewish-Israeli majority culture) and the Umm al-Fahm Art Gallery (Palestinian-Arab minority culture). Analysis of twelve semi-structured interviews with students of both groups indicated that both characterized the museum space as fertile ground for intercultural encounters and diverse interpretive discourse that raised multicultural awareness as well as a universal human perspective. This effect was most powerful at the Umm al-Fahm Art Gallery, visited second. Nevertheless, additional training appears needed to further expand students’ multicultural awareness. Following Banks' (2009) and Chin’s (2013) five dimensions of multicultural education and art education, this research suggests a sixth – learning in diverse cultural spaces. To enhance cultural awareness, we recommend developing multicultural educational curricula that include joint active learning in cross-cultural spaces (e.g., art museums), focusing on physical egalitarian encounters and interpersonal and intergroup dynamics that consider power relations.

Offshore Teachers Multicultural Education in Influencing Student Academic Achievement

The United States has always been a diverse nation with different races and cultures that impact American classrooms. Offshore teachers who opted to teach in the United States are always challenged to improve the overall academic achievement of their diverse students and must hold the expectation that all students in their classes can be successful despite cultural differences. This study explores the understanding of offshore teachers’ multicultural education and its influence on student academic achievement, the dimensions of multicultural education that contribute to the level of cultural, instructional proficiency, and academic achievement, and the additional types of professional development to support teachers in becoming culturally proficient. The core questions of this study seek to identify the specific data needed to enhance offshore teachers’ multicultural education, the contributions of multicultural education dimensions to academic achievement, and what additional supports are necessary for offshore teachers to become culturally proficient. This phenomenological qualitative study utilizes the sample of offshore teachers in the counties of Maryland. Data are collected through Face-to-face and focus questions, and Dedoose utilization produces three themes. The study reveals that offshore teachers do not have in-depth knowledge of multicultural education, that the degree of importance of multicultural education dimensions varies from each offshore teacher, and additional trainings are necessary for these educators to become culturally and instructionally proficient in teaching people of color.

Effects of multicultural education on student engagement in low- and high-concentration classrooms: the mediating role of student relationships

Having positive and meaningful social connections is one of the basic psychological needs of students. The satisfaction of this need is directly related to students’ engagement—a robust predictor of educational achievement. However, schools continue to be sites of interethnic tension and the educational achievement of ethnically-minoritized students still lags behind that of their ethnic majority peers. The goal of the present study was to provide a quantitative account of the current segregated learning environments in terms of multicultural curriculum and instruction, as well as their possible impact on student outcomes that can mitigate these challenges. Drawing upon Self-Determination Theory, we investigated the extent to which the use of multicultural practices can improve students’ engagement and whether this relationship is mediated by students’ peer relationships. With data from 34 upper primary school classroom teachers and their 708 students, our multigroup analysis using structural equation modeling indicated that, in classrooms with a low (compared with high) minoritized student concentration, peer relationships can mediate the positive as well as negative effects of different dimensions of multicultural education on student engagement.

Multicultural education: Teachers’ perceptions in Hosanna College of Education, southern nations, nationalities, and peoples’ region (SNNPR), Ethiopia

This study was intended to explore how the perceptions of teachers affect multicultural education (MCE) in diversified classrooms at Hosanna College of Education. A descriptive textual narration with a qualitative case study and purposive sampling research design were employed in this study. Semi-structured interviews and document analysis were used to collect data. The respondents were teachers at Hosanna College of Education. The findings confirmed that the perceptions of teachers were positive toward the teaching of a diverse student population. This is to say that it was evident that teachers felt a desire to provide experiences for their students to help them understand cultural diversity. Inevitably, the study acknowledged that MCE is crucial for nation-wide integration through peace building and sustaining progressive development. However, teachers had no sufficient skills and motivation to investigate studies to encourage and promote MCE because of the reluctant commitment of the College administration. Due to the absence of a strategic plan and a lack of purposeful preparation and content selection for the modular curriculum, the dimensions of MCE were not applied and incorporated into the curriculum as required. As MCE and diversity are not yet meaningfully implemented, it is recommended that teachers, regional education bureaus, policymakers, and the MoE should play a decisive role in efficiently enhancing diversity and tackle the acute problems related to MCE.

Developing Teacher Candidates’ Multicultural Lenses through Disciplinary Writing Assignments

The purpose of this study was to explore the effectiveness of providing scaffolded disciplinary writing assignments to develop teacher candidates’ multicultural lenses. This study was set in a secondary education program at one mid-Atlantic university. Faculty in this program focused on five dimensions of multicultural education (ME) to better serve teacher candidates within their program through the development of ME-focused disciplinary writing assignments. In required courses within the program, teacher candidates (TCs) completed assignments such as a student shadow experience, infographic, journal, community mapping activity, and practitioner journal article. Qualitative data were collected to explore TCs’ understanding of the ME dimensions through reflections and focus group transcripts and provide insight on TCs’ understanding of multicultural education and pedagogical strategies, as well as their perceptions of the generated disciplinary writing assignments. The researchers found TCs focused on some dimensions of ME more than others, such as content integration and prejudice reduction. We make recommendations for practice based on these findings.

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.

Dimension of Multicultural Education: Issues for School Reform in Nepal

Multicultural education is very important and necessary concept. It is an educational approach designed to ensure equal educational opportunities for all students, including those in marginalized groups. Multicultural issue in the present context is a global issue of socialization. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s diverse society. There are issues emerging in the electiveness of the multicultural education and the concerns how to better shape the multicultural classroom in Nepal. There are many views on the benefits and/or shortcomings of the multicultural education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system. In this article, the five dimensions of multicultural education and issues of school reform are described in the Nepalese context.

Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey

This qualitative case study aimed to examine teachers’ and teacher candidates’ who are graduate-level students at a public university views on and perceptions of multicultural education and its dimensions in the Turkish context. For this study, the research question was created to examine how participants’ understandings of multicultural education can help them to apply their pedagogical practices in classrooms in Turkey. For this examination, the dimensions of multicultural education that were created by James Banks have shaped the students’ possible multicultural practices related to their classrooms, curricula, and schools. This study was conducted at the Alpha University (pseudonym), located in the Marmara Region of Turkey. The data were collected from semi-structured interviews, written documents, focus group interview, classroom observation, and fieldnotes. According to the findings, the participants gave various examples of how their pedagogical practices related to dimensions of multicultural education could be applied to schools. While some of these dimensions can be found in the participants' understandings in a straightforward manner and can be explained via useful practical examples, it is evident that some dimensions are lacking with regard to practical applications. However, especially with regard to teachers and teacher candidates who have graduated from elementary education programs, the examples they provide are similar and generally come from the same courses. They had problems providing more detailed examples of issues related to multiculturalism and diversity relevant to the content of different courses.

Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya

ABSTRACT The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . Their approach and focus are empirically and methodologically innovative since most studies in the field of multicultural education remain qualitative in nature, analyse attitudes of pre-service teachers, and are predominantly conducted in the United States. While Kenyan teachers value multicultural education and to a lesser extent implement multicultural teaching strategies, their findings indicate that Kenyan teachers seem to attach more importance to promoting unity than to recognising and celebrating diversity at school.

Investigating the Development of Science-Literate Identities Through a Multicultural Perspective

The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity.

Fortifying the Foundation: Tools for Addressing Disability Within the Multicultural Classroom

In a 2007 issue of Multicultural Perspectives, Johnson and Nieto highlighted the need for more deliberate, robust, and balanced conversations regarding disability, especially within the context of multicultural education. Although researchers echo the importance of disability-based discussions and related curriculum, disability programming at the elementary and secondary levels is often sporadic or non-existent. This article melds Banks' (2004) five dimensions of multicultural education with disability-based constructs in order to provide a set of tools for fortifying teachers' knowledge base regarding disability and considering how disability can become a more integral part of the multicultural classroom.

Multicultural education course put into practice

This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks’ five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for understanding the teaching practice of two teachers [see Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). San Francisco, CA: Jossey Bass]. Results of the study indicated that the two teachers were mindful of what they had learned from the multicultural education course and applied their knowledge into practices that are culturally relevant to their students. Recommendations for teacher educators include incorporating a practical component in teaching multicultural education courses such as exposing preservice teachers to multicultural curricular content and having them practice utilizing it, and rethinking the scope of multicultural education and providing preservice teachers with opportunities to explore creative ways of approaching multicultural education beyond the explicit curriculum and pedagogy.

Immigrant-Responsive Multicultural Education in the United States

In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutive role of relocation, the multifaceted character of identities that transcends the home–host cultural divide, and the future-orientation of immigrants' identity. The ways in which these areas inform 3 key dimensions of multicultural education are discussed. It is proposed that systematic, continual, and dynamic attention to the needs of newcomer students is essential for their academic and social integration and success.

Three women's lives, three dimensions of multicultural education : A qualitative inquiry on the lives of women immigrants in South Korea

Three women's lives, three dimensions of multicultural education : A qualitative inquiry on the lives of women immigrants in South Korea

Using literature and drama to understand social justice

Enlisting pre‐service teachers to engage in critical thought about diversity, equity, democracy, and power relationships is a challenging responsibility. The authors’ work at a large urban community’s metropolitan university in the mid‐Atlantic region of the United States is designed to help pre‐service teachers understand these concepts at a deeper level, thereby initiating (re)conceptualizations of the complex dimensions of multicultural education. The authors encourage beginning educators to rethink their interpretation of words and images used to construct their thinking about these issues. This essay explores a series of workshops that combined children’s literature and drama to help pre‐service teachers understand the parts they play in inequality, oppression, and racism and to recognize their role in larger societal constructs. The authors suggest, supporting Freire’s notion that ‘reading the word = reading the world,’ that reinforcing children’s literature with Boal’s Theater of the Oppressed techniques helps transform pedagogy in ways that empower both students and teachers.

Banks Multicultural Model: A Framework for Integrating Multiculturalism Into Nursing Curricula

The Institute of Medicine (IOM) has recommended that more minorities be represented in the health care workforce and that cross-cultural education be included in all health care programs (Betancourt, J.R., & Maina, A.W., 2004). Although nurse educators have embraced the need of inclusion of diversity in the curriculum, there remains a gap between the desire to educate about diversity and the application of this concept into the curriculum. Common barriers include difficulty fitting it into an already full curriculum and a lack of experience in the area of diversity. The conceptual framework of James Banks may be considered when implementing multiculturalism into an undergraduate nursing program, an associate degree program, or over a semester as a freestanding course on diversity. The Banks model identifies five dimensions of multicultural education (content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture) to facilitate the process of conceptualization and implementation of multicultural education. These dimensions build upon each other and can be leveled throughout a program curriculum or across a semester. Examples of assignments for each dimension and level are provided, as well as a discussion of the faculty role in implementing multiculturalism.

Prejudice Reduction through Multicultural Education: Connecting Multiple Literatures

Banks (1994) names prejudice reduction as one of five dimensions of multicultural education. Although children develop prejudicial beliefs, attitudes, and values at young ages, research demonstrates that when multicultural knowledge and values are combined with intergroup contact, prejudice is often reduced. In this article, I connect multiple literatures in order to present an overarching picture of prejudice and its reduction in classrooms. First, I describe some negative impacts of prejudice and how prejudice develops at very young ages. Second, utilizing another of Banks’s dimensions of multicultural education, I describe the knowledge construction process as a necessary factor in prejudice reduction. Finally, intergroup contact theory and complex instruction are described as a guide for reducing prejudice in classrooms.

Practicing Multicultural Education In “United States History For Teachers”: The Case Of Dr. Johnson

College and university professors in large part do not make connections between their disciplines and the culture of their students. Research has found culturally relevant curricula and pedagogy to be effective in helping to increase the academic achievement of students (Au, 1981; Bell & Clark, 1998; Cazden & John, 1971; John, 1972; Ladson-Billings, 1995; Norment, 1997). I conducted research using a modified case study method to investigate the practice of Multicultural Education by university professors. The Five Dimensions of Multicultural Education, as conceived by James Banks (2004a), and Culturally Relevant Pedagogy, as discussed by Ladson-Billings (1995), informed the conceptual framework for this study. I conducted the study using qualitative methodological tools of interviews, observations, and artifact collection. The present paper reports the findings of the United States History for Teachers case. This case is one of six in a larger study of a number of college courses in the undergraduate curriculum that prepares students for public school teaching. I present findings that suggest how some aspects of multicultural education are practiced in a course that prepares history teachers. After providing a critique of the studied practices, I offer suggestions for improving the practice of multicultural education in History for Teachers courses. I also offer a new reflective approach to the practice of multicultural education for teacher educators.